CSEDU 2018 Abstracts

Area 1 - Artificial Intelligence in Education
Full Papers Short Papers
Area 2 - Information Technologies Supporting Learning
Full Papers Short Papers
Area 3 - Learning/Teaching Methodologies and Assessment
Full Papers Short Papers
Area 4 - Social Context and Learning Environments
Full Papers Short Papers
Area 5 - Domain Applications and Case Studies
Full Papers Short Papers
Area 6 - Ubiquitous Learning
Full Papers Short Papers

Area 1 - Artificial Intelligence in Education

Full Papers
Paper Nr: 40
Title:

The ELFE System - Verifying Mathematical Proofs of Undergraduate Students
Authors:

Maximilian Doré and Krysia Broda
Abstract: Elfe is an interactive system for teaching basic proof methods in discrete mathematics. The user inputs a mathematical text written in fair English which is converted to a special data-structure of first-order formulas. Certain proof obligations implied by this intermediate representation are checked by automated theorem provers which try to either prove the obligations or find countermodels if an obligation is wrong. The result of the verification process is then returned to the user. Elfe is implemented in Haskell and can be accessed via a reactive web interface or from the command line and background libraries for sets, relations and functions have been developed. It has been tested by students in the beginning of their mathematical studies.
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Paper Nr: 164
Title:

Automatic Evaluation of Presenters’ Discussion Performance based on Their Heart Rate
Authors:

Shimeng Peng and Katashi Nagao
Abstract: Heart rate (HR) variability (HRV) has recently seen a surge in interest regarding the evaluation of cognitive performance as it always be used to measure the autonomic nervous system function. In this study, we argue that a presenters’ HR data can be used to effectively evaluate their cognitive performance, specifically presenters’ performance of discussion which consists of several Q&A segments (question and answer pairs) compared with using traditional natural language processing (NLP) such as semantic analysis. To confirm this, we used a non-invasive device, i.e., Apple Watch, to collect real-time updated HR data of presenters during discussions in our lab-seminar environment, their HR data were analyzed based on Q&A segments, and three machine-learning models were generated for evaluation: logistic regression, support vector machine, and random forest. We also discuss the meaningful HR and HRV features (metrics). Comparative experiments were conducted involving semantic data of Q&A statements alone and a combination of HR and semantic data. The HR data of presenters resulted in effective evaluation of discussion performance compared with using only semantic data. The combination of these two types of data could improve the discussion performance evaluation ability to some extent.
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Short Papers
Paper Nr: 58
Title:

Yixue Adaptive Learning System and Its Promise on Improving Student Learning
Authors:

Haoyang Li, Wei Cui, Zhaohui Xu, Zhenyue Zhu and Mingyu Feng
Abstract: Adaptive learning systems offer personalized learning experience to students’ characteristics and abilities. Studies have shown these systems can be effective learning tools. Many schools in the United States have adopted adaptive learning systems. Yet development of such systems is still in the early stage in China, and little empirical evidence exists on their efficacy. This paper describes an adaptive learning system, YiXue, and presents two studies that were conducted in China to establish the promise of YiXue adaptive learning platform and two comparison learning platforms used in an after-school English language arts course. The results were promising: student learning efficiency was significantly higher with YiXue than with the comparison platforms. Survey responses suggested that students in the treatment group felt more positive about their learning experience.
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Paper Nr: 57
Title:

The Social Aspect of an Ambient Intelligent Classroom
Authors:

Matthew Montebello
Abstract: The escalating popularity of ambient intelligence is due to its applicability and ease to permeate every facet of our lives from entertainment and home comfort to hospitals and vehicles. The concept of having artificial intelligence to assist and simplify our daily tasks is exciting and desirable especially by persons who embrace and adopt technology and automation. School environments are however one of the least popular environments whereby ambient intelligence has not been so happily welcomed and endorsed. In this paper, we present the main issues behind such an anomaly and discuss the social connotations that an ambient intelligent classroom carries with it. We then discuss and justify how we integrate these social aspects within our ambient intelligent classroom, before closing with future work and conclusions.

Area 2 - Information Technologies Supporting Learning

Full Papers
Paper Nr: 12
Title:

Social Network Characteristics of Learners in a Course Forum and Their Relationship to Learning Outcomes
Authors:

Zhi Liu, Lingyun Kang, Monika Domanska, Sannyuya Liu, Jianwen Sun and Changli Fang
Abstract: Recently, learning analytics has become the focus in the interdisciplinary field of education technology. Among learning analytical approaches, social network analysis (SNA) plays a critical role in examining collective learning patterns. In this study, we collect the forum data in an undergraduate course from a university’s online learning system. On the one hand, SNA is adopted to investigate the learners’ social network characteristics including network structure and network positions. On the other hand, we adopt the Pearson correlation analysis to identify the relationship between social network positions (e.g., degree centrality, closeness centrality, betweenness centrality, prestige and influence) and learning outcomes of learners. The experimental results show that most high-performing learners are located in the core position of network. Moreover, there is a significantly positive correlation between learner’s social network centrality and learning outcomes, and high-performing learners have higher prestige and influence in the forum. The in-depth analyses could help teachers establish effective interactive mechanism that meets knowledge skills of different individuals, as well as guide learners to help each other in collaborative learning.
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Paper Nr: 20
Title:

Basic Research on Multisensory Methods for Teaching Onomatopoeia to the Hearing-impaired - Broadening the Experience of Sound
Authors:

Miki Namatame, Fusako Kusunoki and Shigenori Inagaki
Abstract: It is difficult for hearing-impaired individuals to learn animal sounds and the onomatopoeia that depict them because they have limited or no access to auditory information. To attempt to solve this problem, the author designed a science lesson to help hearing-impaired students learn cicada songs. This lesson used multiple media including text, images, sounds, sound waveforms, onomatopoeia and vibrations to stimulate the senses of sight, hearing and touch. An experiment was conducted on 26 hearing-impaired students, who were split into two groups. One of the groups was provided with vibrations as part of the lesson and the other was not. Pre- and post-tests on the names of cicadas and their songs and a lesson evaluation survey were conducted to assess the lesson’s effectiveness. Although results showed no significant difference in learning between the two groups, students who were able to discriminate among the different vibrations reported that they found the lesson enjoyable and that it was a useful way to learn science.
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Paper Nr: 21
Title:

Using Fine Grained Programming Error Data to Enhance CS1 Pedagogy
Authors:

Fatima Abu Deeb, Antonella DiLillo and Timothy Hickey
Abstract: The paper reports on our experience using the log files from Spinoza, an online IDE for Java and Python, to enhance the pedagogy in Introductory Programming classes (CS1). Spinoza provides a web-based IDE that offers programming problems with automatic unit-testing. Students get immediate feedback and can resubmit until they get a correct program or give up. Spinoza stores all of their attempts and provides orchestration tools for the instructor to monitor student programming performance in real-time. These log files can be used to introduce a wide variety of effective pedagogical practices into CS1 and this paper provides several examples. One of the simplest is forming recitation groups based on features of student’s problem solving behavior over the previous week. There are many real-time applications of the log data in which the most common errors that students make are detected during an in-class programming exercise and those errors are then used to either provide debugging practice or to provide the examples of buggy programming style. Finally, we discuss the possible use of machine learning clustering algorithms in recitation group formation.
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Paper Nr: 26
Title:

On the Use of Classroom Response Systems as an Integral Part of the Classroom
Authors:

Jalal Kawash and Robert Collier
Abstract: Classroom response systems are a great technology for enhancing the student classroom experience, and in recent years they have been shown to improve student engagement, aid in knowledge retention, and provide crucial formative feedback for students and educators alike. Unfortunately, it has been suggested that the use of a classroom response system may introduce learning obstructions as well, specifically by confusing participants or distracting students from the material. The authors advocate for a full integration approach of classroom response systems in post-secondary classrooms as a way to preserve the well established benefits while removing the perceived dangers. Such a full integration make use of such systems, not merely as an “accessory” to lectures, but as part of the lecture flow. This full integration allows educators to use classroom response systems throughout the stages of a lecture, but it requires educators to design their lectures utilizing and exploiting the full potential of a classroom response system. The authors’ experience with such an approach shows that students highly appreciate it, fully recognize its value, and believe that it enhances their learning experience, all without the perceived threats of distraction or confusion.
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Paper Nr: 31
Title:

Virtual Learning Environment Design in the Context of Orientation Skills Acquisition for LUSI Class
Authors:

Lahcen Oubahssi and Claudine Piau-Toffolon
Abstract: Virtual Reality (VR) is an interesting technology in the context of learning especially for learners with learning disabilities. The design of virtual learning environments (VLEs) is a complex task due to the interdisciplinarity intrinsic to VR and its cognitive aspects. This research work identifies some limitations with existing solutions and studies the design and operationalization of learning situations in the form of scenario models. It takes place in the context of LUSI (Learning Units for School Inclusion) classes and involves a specific learning situation of acquisition of orientation skills. We propose a solution based on virtual reality technology to enhance traditional learning and provide trainers with an educational toolkit, thus allowing them to recreate virtual reality scenarios and assess the learners’ progress for learning orientation skills.
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Paper Nr: 38
Title:

Pair-Wise: Automatic Essay Evaluation using Word Mover’s Distance
Authors:

Tsegaye Misikir Tashu and Tomáš Horváth
Abstract: Automated essay evaluation (AEE) represents not only as a tool to assess evaluate and score essays, but also helps to save time, effort and money without lowering the quality of goals and objectives of educational assessment. Even if the field has been developing since the 1960s and various algorithms and approaches have been proposed to implement AEE systems, most of the existing solutions give much more focus on syntax, vocabulary and shallow content measurements and only vaguely understand the semantics and context of the essay. To address the issue with semantics and context, we propose pair-wise semantic similarity essay evaluation by using the Word Mover’s Distance. This method relies on Neural Word Embedding to measure the similarity between words. To be able to measure the performance of AEE, a qualitative accuracy measure based on pairwise ranking is proposed in this paper. The experimental results show that the AEE approach using Word Mover’s distance achieve higher level of accuracy as compared to others baselines.
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Paper Nr: 46
Title:

A Model-Driven Engineering Process to Support the Adaptive Generation of Learning Game Scenarios
Authors:

Pierre Laforcade, Esteban Loiseau and Rim Kacem
Abstract: Adaptation is a key-concern when developing serious games for learning purposes, particularly for people with specific needs. This paper presents a Model-Driven Engineering framework that eases the design and the validation of adaptive learning scenarios. It tackles the personalization issue by helping domain experts and computer scientists in making explicit then in validating the domain elements and rules involved in the adaptation. The framework proposes a metamodeling process based on a metamodel specifying at first the domain elements according to both a 3-incremental-perspective on the resulting scenario, and a 3-dimensions specification of domain elements to use and produce. The framework then proposes to model the game description and the child’s profile as input models for the generator that will produce the adapted scenario as an output model. We applied the framework in the context of the Escape it! project that aims at helping young children with Autistic Syndrome Disorder to learn and generalize visual performance skills.
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Paper Nr: 47
Title:

The UMI-Sci-Ed Platform: Integrating UMI Technologies to Promote Science Education
Authors:

Christos Goumopoulos, Olga Fragou, Nikolaos Chanos, Konstantinos Delistavrou, Ioannis Zaharakis, Vasilis Stefanis and Achilles Kameas
Abstract: Currently, there is a growing research interest on emerging technologies, such as, ubiquitous computing, mobile computing and the Internet of Things (IoT), collectively mentioned as UMI technologies. The proliferation of UMI technologies will not only change the way we live but can also offer new learning opportunities. At the same time, there is an increasing need for skills that are associated with the UMI domain in the labour market. The Umi-Sci-Ed is an EU project which explores ways to shed new light into this training aspect by introducing several model educational scenarios that incorporate UMI technologies, in order to cultivate relevant competences on high school students. This paper reports initial results achieved in this context. In particular, we give an overview of the key components of the UMI-Sci-Ed platform that aims to support the activities of Communities of Practice involved in STEM education. Students through a mentoring mechanism are provided with training material, IoT hardware kits and software tools to explore UMI technologies through hands-on activities. In this framework, example educational scenarios and the corresponding UMI applications developed are presented. The hypothesis is that the learning process can be empowered by using such UMI applications as students are provided with meaningful opportunities to participate in the learning process such as in terms of building applications that are relevant to the subject they like and having active interactions within student groups in a way that practical experiences can provide them a rich context to grasp scientific knowledge. Finally, the results of a preliminary evaluation of the proposed approach in the context of an educational workshop are discussed.
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Paper Nr: 60
Title:

Developing the Teach21 Online Authoring Tool
Authors:

Tilde Bekker, Ruurd Taconis, Saskia Bakker and Anika an der Sande
Abstract: Students need to learn ‘21st century skills’. However, teaching materials for this are scarce. Moreover 21st century teaching is adaptive and teachers often need to design teaching materials themselves. Design Based Learning (DBL) is a promising approach for teaching 21st century skills. This paper describes the development of a tool to support primary school teachers in creating 21st century skills teaching materials, DBL materials in particular. After defining initial requirements, the study moves on as ‘design research’ comprising iterative design rounds. The resulting tool largely fulfils the stakeholders’ and teachers’ expectations, supports teachers in creating 21st century education and activates teacher reflection, even though it does not yet produce classroom ready material. To be effective in promoting DBL, it is necessary to further elaborate the concept of DBL and to supplement it with an explicit pedagogical strategy and concrete assessment procedures.
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Paper Nr: 69
Title:

A System to Recommend Open Educational Resources during an Online Course
Authors:

Hiba Hajri, Yolaine Bourda and Fabrice Popineau
Abstract: Recently, personalization in Technology Enhanced Learning (TEL) has been researched extensively. With the spreading of online learning environments (OLE) as MOOCs and LMSs, a large number of learners with different characteristics and backgrounds can follow online courses. To support personalization, recommender systems can be used to provide each learner with learning objects helping him to reach his learning objectives. These recommendations are more specific to compute than usual recommendations (like consumer products). Furthermore, if they are included in a course, they depend not only on the learner’s profile but also on the content of the course, because they need to fit with the course format at any point. At the same time, there is a growing number of open educational resources (OER) available to usefully enrich the content of online courses. To facilitate their reuse some of these OERs are described with metadata schemas following Linked Open Data principles (LOD). In this paper, we introduce a MOOC-based OER recommender system (MORS) that can be plugged in an OLE to provide recommendations of OERs to learners based on their profiles, the course profile and a process for calculating recommendations based on OERs metadata. This paper presents our approach that has been implemented in a MOOC platform: Open edX. However the proposed approach could be implemented in any OLE by using the same process to calculate recommendations, as long as the learner and the course profiles can be extracted.
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Paper Nr: 87
Title:

Improving Course Content While Creating Customized Assessment and Support at the Conceptual Level
Authors:

Toby Dragon and Elisabeth Kimmich Mitchell
Abstract: We present a system that utilizes a wide variety of available assessment information to automatically analyze students' understanding at a conceptual level and offer relevant automated support to teachers and students. This support includes interactive visualization of the conceptual knowledge assessment, individualized suggestions for resources to improve areas of weakness, and suggestions for dynamic student groups for in-class activities. This system differs from prior related work in that the basis for analysis and feedback is entirely customized to the individual instructors' course content. We discuss how the system is configured for each course, and provide evidence that this configuration process helps instructors improve their course content. We then provide detailed descriptions of how the system performs analysis and offers support including suggesting resources for students and creating dynamic groups within a class. Finally, we discuss the potential benefits provided by this system and how the system is being applied to six different computer science courses currently.
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Paper Nr: 89
Title:

Final Frontier Game: A Case Study on Learner Experience
Authors:

Nour El Mawas, Irina Tal, Arghir Nicolae Moldovan, Diana Bogusevschi, Josephine Andrews, Gabriel-Miro Muntean and Cristina Hava Muntean
Abstract: Teachers are facing many difficulties when trying to improve the motivation, engagement, and learning outcomes of students in Science, Technology, Engineering, and Mathematics (STEM) subjects. Game-based learning helps the students learn in an immersive and engaging environment, attracting them more towards STEM education. This paper introduces a new interactive educational 3D video game called Final Frontier, designed for primary school children. The proposed game design methodology is described and an analysis of a research study conducted in Ireland that investigated learner experience through a survey is presented. Results show that: (1) 92.5% of students have confirmed that the video game helped them to understand better the characteristics of the planets from the Solar system, and (2) 92.6% of students enjoyed the game and appreciated different game features, including the combination between fun and learning aspects which exists in the game.
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Paper Nr: 99
Title:

Guaranteeing High Availability of the "Secure Exam Environment" (SEE)

Authors:

Gabriele Frankl, Peter Schartner and Dietmar Jost
Abstract: Online exams are an increasingly popular form of assessment. Compared to written exams they reduce the marking workload and offer advantages such as enhanced objectivity, assessment that includes software specific to the course and thus increased constructive alignment with teaching and learning processes. To conduct large-scale online exams without the physical restrictions of (often extremely small) computer rooms, we implemented the “Secure Exam Environment” (SEE) in 2011. The SEE enables online testing in any lecture hall with electricity and LAN sockets using students’ own devices (and loan devices if needed) while blocking access to unauthorized files or internet pages. Assessment is conducted via Moodle and additional software (e.g. Eclipse or GeoGebra) can be used as well. As of November 2017 we have conducted 1,297 such online exams with 47,930 students and are able to test up to 220 students concurrently. To maintain quality of service we developed a monitoring solution to control the growing complexity of the technical infrastructure of the SEE. The monitoring solution aims to detect failures sufficiently early to guarantee a high level of availability and to gather data to further improve the SEE.
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Paper Nr: 117
Title:

Dynamical Creation of Policy Trees for a POMDP-based Intelligent Tutoring System
Authors:

Fangju Wang
Abstract: In this paper, we discuss a new technique for creating policy trees in an intelligent tutoring system (ITS) that is based on a partially observable Markov decision process (POMDP). The POMDP model is a useful tool for dealing with uncertainties. With a POMDP, an ITS may choose optimal teaching actions even when uncertainties exist. Great computational complexity in solving a POMDP has been a major obstacle to applying the POMDP model to intelligent tutoring. The technique of policy trees is considered a less expensive approach. However, policy trees are still too expensive for building ITSs that teach practical subjects. In our research, we develop a new technique of policy trees, in which trees are grouped and dynamically created. This technique has advantages of better time and space efficiencies. It enables us to build more efficient ITSs. Particularly the technique makes it possible to build ITSs on platforms which have limited storage capacity and computing power.
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Paper Nr: 118
Title:

Learning Analytics for Interpreting
Authors:

Davide Taibi, Francesca Bianchi, Philipp Kemkes and Ivana Marenzi
Abstract: An important activity in the life of interpreters is terminology work. A primary method for learning technical vocabulary is the creation of personal glossaries. The current paper describes the design and creation of a system that guides the students in autonomous vocabulary work, supports the students’ learning progress, and helps the teacher in monitoring the student commitment to and achievements in the creation of personal glossaries. The system includes a tool for the creation of glossaries, a tracking system that records the students’ actions and the websites they visit while searching the Web for linguistic and content information, and a learning analytics dashboard. The system was tested on a class of 34 university students training in interpreting and the paper reports some preliminary results.
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Paper Nr: 136
Title:

Teaching of Programming - An Educational Performance Booster for Students at Economically Disadvantaged Schools
Authors:

Paulo Brito, J. Antão B. Moura, Joaquim Honório, Marcelo Barros and Igor Vieira
Abstract: The technological advances made in recent years bring with them the importance of introducing computer courses in the school context, and with this, a need for digital inclusion of students from economically disadvantaged schools. This paper reports on research to introduce programming in such school curricula and to evaluate possible benefits of such introduction for students’ motivation towards learning in general. The research was based on the creation of a methodology for designing and offering programming courses at public and private schools and to verify possible correlations between students’ performance and schools’ economic scenarios they find themselves in. Preliminary results indicate that students who participated in the courses at schools with economic restrictions and inferior quality of IT infrastructure may still present better results in the courses. In addition, there is evidence of gains in their motivation towards learnig other subjects. The paper details results, analyzes causes for them and illustrates and explores implications for participating students at schools operating across the economic spectrum.
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Paper Nr: 177
Title:

Colour Codes Method Digitalization in edX E-learning Platform
Authors:

Laura Dzelzkaleja and Zanis Timsans
Abstract: Funded by the EU project Futur ICT 2.0. Evaluation and improvement of the e-learning process are getting more and more attention. There are tools and methods available, but none of them is a solution to everything. A new Colour code method for understanding students’ learning process has been introduced in the previous papers. The method uses three colour codes: red for "problem", yellow for "work in progress" and green for "job done", and previous research in classroom showed that this system works. The next step was taken to implement the method in the computer-based learning management system (LMS). For this purpose, edX learning platform was chosen. In this paper, an overview of edX learning platform and e-learning course evaluation methods and strategies is given, as well as a description of method and implementation. The main conclusions are that edX platform is suitable for the new tool and code block generation, as well as for sharing this code with others; the colour buttons worked as predicted, the data are gathering and gives an insight of which learning items get the most attention by learners, rating by the usage of colour buttons. 45% of students that attended e-learning course at least once, used colour buttons as well. The most used button was the green button “done” (67.2% of all pushes), the second largest was orange “process” (25.4%), but the least used was red “problem” button (7.4%). Mostly the codes were used in online tests (75%), but some part went to peer assessment (9%), informative learning materials (8%) and homeworks (5%).
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Short Papers
Paper Nr: 24
Title:

Learning System based on Decentralized Learning Model using Blockchain and SNS
Authors:

Masumi Hori, Seishi Ono, Kensuke Miyashita, Shinzo Kobayashi, Hiroki Miyahara, Toshihiro Kita, Tsuneo Yamada and Kazutsuna Yamaji
Abstract: Learning needs to transcend traditional school education to cover the whole array of learning available, such as advanced technology, arts, or sports so that people can keep learning, training, and practicing at their own pace throughout their life. To fulfill these needs for learning, we have constructed CHiLO, a decentralized learning system, which utilizes e-books. We are now developing an entirely new learning system using blockchain to solve the issue regarding the copyright of CHiLO and to build a new learning model utilizing virtual currency. This paper reports the first phase of the implementation details of the new system, which allowed the ownership rights of the blockchain assets to be managed to create e-books by combining the posts on the SNS and paying in virtual currency.
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Paper Nr: 39
Title:

Graphicuss - Temporal Visualisation of Canvas Creation Processes
Authors:

Tenshi Hara, Anastasia Iljassova, Iris Braun and Felix Kapp
Abstract: The use of graphical models to describe complex topics is very common in teaching, helping students build an adequate model of knowledge presented. Often, students discuss open questions on-line in forums. There backtracking of errors conducted during the creation process is hard to impossible. The individual steps of developing a solution -- the temporal information -- are lost. Graphicuss combines concepts of textual discussion systems and graphical feedback systems. It fosters better discussions and comprehension through access to the temporal information of canvases. Especially self-regulated learning benefits from the addition of temporal information; students' skill acquisition capabilities are amplified. Yet, an intuitive representation of temporal information is still required. Based on image and video processing, we investigated existing metaphors for temporal information. A series of user studies emphasises the differences of the metaphors in varying use-cases and strongly points at a candidate suitable and feasible for PCs as well as mobile devices.
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Paper Nr: 55
Title:

Remote Robotic Experimentation - An Evaluation of Intention to Use by High School Teachers in Cyprus
Authors:

Pericles Cheng, Christos Dimopoulos and Steven Case
Abstract: The Digital Agenda for Europe (2015) states that there will be 825,000 unfilled vacancies for Information and Communications Technology by 2020. This lack of IT professionals stems from the small number of students graduating in computer science. To retain more students in the field, teachers can use various educational technologies to explain difficult concepts. One of these educational technologies is remote robotic experimentation. The correlational study described in this paper utilizes the unified theory of acceptance and use of technology acceptance model to examine if performance expectancy, effort expectancy, social influence, and facilitating conditions can predict the intention of high school computer science teachers in Cyprus to use remote robotic experiments in their classes. Surveys, based on the UTAUT survey instrument, were collected from 90 high school computer science teachers in Cyprus, and a multiple regression analysis was applied to measure the correlations between the constructs and finally the model fit of the analysis. The results of the study show that if certain conditions are provided to the teachers then there is a higher probability that they will use remote robotic experimentation in their classes.
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Paper Nr: 56
Title:

Implementing Learning Models in Virtual Worlds - From Theory to (Virtual) Reality
Authors:

Athanasios Christopoulos, Marc Conrad and Mitul Shukla
Abstract: The main advantage of Desktop Virtual Reality is that it enables learners to interact with each other both in the physical classroom and in a 3D environment. Even though, no explicit theories or models have been developed to contextualise Virtual Learning, instructional designers have successfully employed the traditional approaches with positive results on learners’ motivation and engagement. However, there is very little we know when the question comes to the importance of examining and taxonomising the impact of interactions on motivation and engagement as a synergy of learners’ concurrent presence. To evaluate the potential of interactions holistically and not just unilaterally, a series of experiments were conducted in the context of our Hybrid Virtual Learning classes underpinned from the instructional designer’s decisions to increase the incentives for interactions. Learners’ thoughts and preconceptions about the use of virtual worlds as an educational tool were surveyed, whilst, their actions and interactions (in both environments) were observed during their practical sessions. The take away is that the higher the levels of interactivity are, the higher the chances to attract students’ attention and engagement with the process will be.
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Paper Nr: 63
Title:

Reducing the Split-Attention Effect in Assembly based Instruction by Merging Physical Parts with Holograms in Mixed Reality
Authors:

David Dixon, Uwe Terton and Ruth Greenaway
Abstract: Split attention in instructional materials is a recognised problem known to cause an increase in cognitive load. Instructional designers often try to resolve this by using a variety of methods that do not account for the spatial disconnect between diagrams being matched up with physical parts during an assembly task. The emergence of Mixed Reality offers a solution, using “holograms” which can project 3d images into the physical environment around the user. This paper reports on a project that proposes the creation of a software prototype that simultaneously enables part identification and tracking of parts for assembly. It conceives a new way of providing instructions when assembling flat pack furniture by endeavouring to facilitate working memory constrains. The software prototype will assist the user by showing where parts should be placed and by providing real-time feedback based on interaction.
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Paper Nr: 83
Title:

An Automated Environment for Teaching Programming Logic on Distance Learning IT Courses
Authors:

Nelson Ion de Oliveira, Marcel Vinícius Medeiros de Oliveira and Jorge Tarcísio da Rocha Falcão
Abstract: Disciplines devoted to teaching programming are present in all courses in the area of information technology and traditionally they are part of the basic structure of these courses. For this reason the discipline of programming logic has been the gateway for information technology students. These disciplines have presented a high rate of students failures because it requires the students to have a high level of abstraction associated with systematized reasoning. The main objective of this article is to present an interactive environment that is seamlessly inserted in a e-course didactic material in order to expand the offer of effective learning automated mediators. This feature turns the teaching material into an interactive tool, which is more attractive to students and likely to help them in succeeding in these programming courses.
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Paper Nr: 85
Title:

A Qualitative Method to Analyze Collaborative Patterns of Virtual Groups
Authors:

Consuelo García
Abstract: This study aims to describe a qualitative method to analyze different patterns of organization that students show during their interaction in a virtual group. Literature review has shown that collaborative patterns have a relationship with knowledge construction. This method involves the analysis of the messages exchanged within the virtual group and the application of five indicators that help to identify these patterns: equality of contributions, distribution of responsibilities, reciprocity, revision of the final report and degree of consensus. Our results show that the procedure is useful for analyzing and identifying how virtual groups are organized. Likewise, as previous studies, three main collaborative patterns were detected: aggregation, integration and addition. Practical implications of these results point out the relevance of guiding the groups not only throughout the task but also in relation to the organizational decisions.
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Paper Nr: 103
Title:

First Step Towards Enhancement of Searching Within Medical Curriculum in Czech Language using Morphological Analysis
Authors:

Matěj Karolyi, Jakub Ščavnický and Martin Komenda
Abstract: This paper is focused on natural language processing techniques and morphological analysis of medical and healthcare curriculum corpus in the Czech language. We show an overview of basic steps that should lead to the improvement of search engine of an existing curriculum management system. The main goals of this initial phase are: to understand the morphological analysis and the currently used morphological analyser, to explore the possibilities of analyses and to deduce if these are suitable for the purposes of enhancing the search engine. As results, we explain how the morphological analysis helped us to reduce the density of unique words describing the curriculum and what are the key features of morphological analysis of the Czech language.
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Paper Nr: 104
Title:

Analysing the Use of Worked Examples and Tutored and Untutored Problem-Solving in a Dispositional Learning Analytics Context
Authors:

Dirk T. Tempelaar, Bart Rienties and Quan Nguyen
Abstract: The identification of students’ learning strategies by using multi-modal data that combine trace data with self-report data is the prime aim of this study. Our context is an application of dispositional learning analytics in a large introductory course mathematics and statistics, based on blended learning. Building on previous studies in which we found marked differences in how students use worked examples as a learning strategy, we compare different profiles of learning strategies on learning dispositions and learning outcome. Our results cast a new light on the issue of efficiency of learning by worked examples, tutored and untutored problem-solving: in contexts where students can apply their own preferred learning strategy, we find that learning strategies depend on learning dispositions. As a result, learning dispositions will have a confounding effect when studying the efficiency of worked examples as a learning strategy in an ecologically valid context.
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Paper Nr: 105
Title:

Multi-level De-anonymisation for Initially Anonymous Discussion Systems in a Self-regulated Learning Environment
Authors:

Tenshi Hara, Anne Schumacher, Karina Hara, Iris Braun, Felix Kapp and Alexander Schill
Abstract: Discussion systems are a valuable asset in attaining self-regulated learning. Beyond the limitations of on-campus classroom settings, they enable internal feedback, peer feedback as well as external feedback. A motivating factor to continued and frequent utilisation of such systems is anonymity. However, anonymity is a double-edged sword. On one side, it provides strong incentives to use discussion systems, on the other side it invites destructive behaviour such as trolling. Furthermore, strong students are discouraged from continued utilisation if they cannot attribute their contribution to themselves. We propose an initially anonymous discussion system, which enables retroactive de-anonymisation on multiple levels, namely with respect to the identity degree as well as the attribution dimension.
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Paper Nr: 106
Title:

Turning the Tables: Authoring as an Asset Rather than a Burden
Authors:

Toby Dragon
Abstract: We argue that authoring of Intelligent Tutoring Systems can be beneficial for instructors that choose to author content, rather than a time-consuming burden as it is often seen. In order to make this a reality, the authoring process must be easy to understand, must provide immediate benefit to the instructor doing the authoring, and must allow for incremental development and improvement. We describe a methodology that meets all of these needs using concept maps as a basis for authoring. The methodology creates a basis for intelligent support that helps authors improve their course organization and content as they work on the authoring task. We also present details of the rapid prototype being developed to apply the methodology and the initial experiences from its use.
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Paper Nr: 109
Title:

Minecraft in Support of Teaching Sustainable Spatial Planning in Secondary Education - Lessons Learned from the Marker Wadden-Project
Authors:

M. Opmeer, E. Dias, B. de Vogel, L. Tangerman and H. J. Scholten
Abstract: In this article, we have assessed the educational affordances of Minecraft to teach school children about sustainable spatial planning. Specifically, we carefully examined the expectations and experiences of the learners and the teachers of this digital game as an educational tool for spatial planning purposes. The results of this explorative study confirm the educational potential of Minecraft. However, connection problems and digital vandalism (‘griefing’) by other players may seriously hinder the learning process. Moreover, it is advised to start with traditional design materials (e.g., paper and pencil) before working in Minecraft, as learners may find it restricting to be able to build with rectangular blocks only.
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Paper Nr: 110
Title:

A Forestry Management Game as a Learning Support System for Increased Understanding of Vegetation Succession - Effective Environmental Education Towards a Sustainable Society
Authors:

Shuya Kawaguchi, Hiroshi Mizoguchi, Ryohei Egusa, Yoshiaki Takeda, Etsuji Yamaguchi, Shigenori Inagaki, Fusako Kusunoki, Hideo Funaoi and Masanori Sugimoto
Abstract: At present, there are many environmental problems, and environmental education is necessary to realize a sustainable society. The most important element of education is practical application of what has been learned, as this will deepen our understanding of the topic. As a part of environmental education, field work is conducted to encourage children to learn vegetation succession. However, because vegetation successions occur over an extended period of time, it is difficult for children to observe and participate throughout an entire vegetation succession cycle even if they do field work. Thus, as a step toward effective environmental education for a sustainable society, we developed a learning support system for children to better understand vegetation successions. This learning support system enables simulated forest management over a period of hundreds of years, providing users the opportunity to observe and learn which factors encourage and hinder plant growth in forests. The system simulates a period of approximately 300 years, and regularly scores the skills of the user according to the state of the forest. The changing score encourages the user to optimize forest management. As a first step of system evaluation, college students were asked to participate as users. Consequently, the participants suggested that this system can enhance understanding of, and problem-solving skills regarding, vegetation successions.
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Paper Nr: 111
Title:

STEM Teachers' Competence Development: When Opportunities Jump over Barriers
Authors:

Nikolina Nikolova, Eliza Stefanova, Krassen Stefanov and Pencho Mihnev
Abstract: In this paper we present a study, aimed to identify the main challenges teachers face when trying to implement innovative teaching methods, stressing on identifying the needed STEM teachers competence development. The overall design of the study follows the European Awareness Scenario Workshop methodology and aims to negotiate the teachers’ need, policy makers decisions and other stakeholders’ understanding of the resent National regulatory framework, related to the teachers’ competence development. The main research activities, performed during the study, are outlined and compared with similar research efforts and initiatives. At the end systematic analysis of results achieved is performed and proposals for further improvement of the competence development of teachers were made. The extracted requirements – mode, forms, topics, etc., for STEM teachers’ competence development are valuable for universities and other institutions offering teachers’ professional development courses. They are a base for further design of computer supported inquiry-based education for teachers’ competence development.
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Paper Nr: 112
Title:

Full-Body Interaction-based Learning Support to Enhance Immersion in Zoos - Evaluating an Electrodermal Activity Response Support System
Authors:

Mikihiro Tokuoka, Hiroshi Mizoguchi, Ryohei Egusa, Shigenori Inagaki and Fusako Kusunoki
Abstract: We are developing a learning support system for zoos that enables children to learn through body movements. For children, the zoo is an important place for science education outside of school. However, learning methods in zoos are mainly limited to observing exhibits and explanations. In addition, when children want to observe animals that are hiding, they can neither touch nor observe them. Therefore, in this study, we develop a body-experience-based learning support system that can be applied in zoos. The system measures the learners’ body movements using a sensor, and provides a sense of immersion in the environment where animals live by adapting the surroundings based on these movements. In the first stage of this project, we have developed a prototype that allows learners to jump with animals, and enables children to efficiently learn animals’ physical characteristics. In this paper, we describe the results of our experimental evaluation of by measuring physiological responses.
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Paper Nr: 114
Title:

The VideoM@T Project - Engaging Students on Learning Tricky Topics in Mathematics Through Creative Skills
Authors:

Sara Cruz, José Alberto Lencastre and Clara Coutinho
Abstract: This article presents the VideoM@t project, designed to enhance students' understanding of mathematical concepts through creative video editing. VideoM@t was founded on the JuxtaLearn process, an eight-stage pedagogical framework that uses an online platform to assist the students in planning, editing, and sharing knowledge about threshold concepts in a flipped classroom model. The project involved 52 students from 9th grade and three teachers of mathematics. Qualitative and quantitative data were collected to understand students' level of comprehension on tricky topics in mathematics. The results show that students were able to overcome their difficulties during the creative video editing process. The comparison between the first and the final quiz radar charts suggest that students have developed understandable knowledge on tricky topics in mathematics.
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Paper Nr: 123
Title:

Promoting Mediation in Learning Error on Teaching Algorithms
Authors:

Rui Ogawa, Leticia M. Peres, Alexander R. Kutzke and Fabiano Silva
Abstract: This paper addresses the results of a research on the adoption of a computer platform for mediation of learning errors in algorithm exercises for computer science students. The importance of the interaction between teacher and learner is discussed as a way to reconsider learning errors. The need to evaluate tools for mediation of learning errors is brought to the discussion. The essential activities a teacher should develop using a tool that helps in the practice of algorithm teaching are listed, and based on them, a method that promotes the interaction between teacher and learners is proposed as a mean to enhance the effectiveness in mediation of learning errors.
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Paper Nr: 124
Title:

Aulacast: A Single Board Computer Platform to Support Teaching
Authors:

Fabiano Sardenberg Kuss, Marcos A. Castilho, Leticia M. Peres and Fabiano Silva
Abstract: The use of mobile technologies in educational environments has potential to promote relevant changes in teaching and learning process. Aulacast is proposed as a solution which can aggregate concepts of educational mobility and Internet of Things. It is based on insertion of software and hardware suitable with embedded technologies in an educational context, offering support devices for teachers to obtain, present and manage educational objects with multimedia content. The solution was implemented on low cost single board computers using an open architecture and independent network infrastructure, allowing the interaction between mobile devices and multimedia presentation devices. This paper presents the motivation of the project, the applied strategy to build the prototype of Aulacast and results of observation of its use.
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Paper Nr: 130
Title:

Prediction of Learning Success Via Rate of Events in Social Networks for Education
Authors:

M. E. Sousa-Vieira, J. C. López-Ardao, M. Fernández-Veiga, O. Ferreira-Pires and M. Rodríguez-Pérez
Abstract: The widespread use of computing and communications technologies has enabled the popularity of social networks oriented to learn. Earlier studies have shown the power of online learning systems data to develop prediction methods that try to identify successful students patterns of accomplishment and engagement to allow timely pedagogical interventions. Our learning platform, SocialWire, collects a detailed record of the students’ activity so, in this paper, we compare and combine the power of different statistical learning techniques, using some of the features recorded as predictors of learning success or failure.
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Paper Nr: 131
Title:

Prompting in Pseudonymised Learning Analytics - Implementing Learner Centric Prompts in Legacy Systems with High Privacy Requirements
Authors:

Daniel Schön and Dirk Ifenthaler
Abstract: Learning analytics have become a well-considered aspect of modern e-learning environments. One opportunity of learning analytics is the use of learning process data enabling lecturers to analyse students’ learning progression as well as to identify obstacles and risks. With this analytics knowledge, lecturers may want to scaffold students’ learning activities to improve the learning progress and overcome obstacles or risks. Prompts are known to be a possible solution for such scaffolding mechanics. However, implementing prompts into existing legacy systems in learning environments with high data privacy concerns is quite a challenge. This research shows how a prompting application has been implemented into an existing university environment by adding a plugin to the local e-learning platform which injects user centric prompts to specific objects within their e-learning environment. The prompts are dynamically loaded from a separate learning analytics application which also collects the students’ learning trails and progress. The system is evaluated in two courses in the fall semester 2017 with more than 400 students altogether. The system collects up to two thousand student events per day. An in-depth empirical investigation on how various prompts influence students’ learning behaviours and outcomes is currently conducted.
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Paper Nr: 132
Title:

Stacking Classifiers for Early Detection of Students at Risk
Authors:

Eitel J. M. Lauría, Edward Presutti, Maria Kapogiannis and Anuya Kamath
Abstract: A stacked ensemble is a machine learning method that involves training a second stage learner to find the optimal combination of a collection of based learners. This paper provides a methodology to create a stacked ensemble of classifiers to perform early detection of academically at-risk students and shows how to organize the data for training and testing at each stage of the stacked ensemble architecture. Experimental tests are carried out using college-wide data, to demonstrate how the stack can be used for prediction.
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Paper Nr: 135
Title:

Web Application for Model, Share and Conversion of Entity-relationship Diagrams for Person Visually Impaired
Authors:

Rafael Silva Santos da Paixão and Claudia Pinto Pereira
Abstract: Relational databases are an essential part of modern societies. However, the graphical nature of the entity-relationship diagram represents a barrier in the access of the visually impaired to the academic courses in the field of Informatics. Thus, this article presents Der-Acessível, a web application designed to assist the teaching of relational databases through the modelling, conversion and sharing of entity relationship diagram (ERD) with accessibility options for visually impaired people.
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Paper Nr: 140
Title:

Teachers’ Viewpoint on Online Courses
Authors:

Päivi Kinnunen and Taina Eriksson
Abstract: Many universities that have previously focused on offering blended learning or face to face courses are currently starting to offer more and more also online courses. This paper takes a closer look at the background and perceptions of eight teachers who are about to teach an online course for the first time. More specifically, we take a look at the teachers’ perceptions of themselves as adopters of new pedagogy and new technology as well as their perceptions of strengths and weaknesses of online courses. The preliminary results suggest that our teachers feel rather comfortable with the new technology and especially with the new teaching methods. Most of the teachers identified themselves as innovators or early adopters of new teaching methods. Teachers perceived flexibility and efficiency as the most prevailing strengths of online teaching. On the other hand, weaknesses included workload, technical challenges, and various topics that relate to the lack of face to face interaction. We conclude by discussing what kind of pedagogical support and training the online teachers would benefit from.
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Paper Nr: 141
Title:

Adaptive E-Learning Technologies for Sustained Learning Motivation in Engineering Science - Acquisition of Motivation through Self-Reports and Wearable Technology
Authors:

Mathias Bauer, Cassandra Bräuer, Jacqueline Schuldt and Heidi Krömker
Abstract: Surveys show besides the number of students also the drop-out rates are increasing, especially in early phases of studying natural or engineering sciences. The research project “SensoMot - Sensor Measures of Motivation for Adaptive Learning” tries to counter this development by means of improving the quality of teaching in the department of micro technology with the help of an adaptive e-learning system. For that purpose, the mediated learning content should be better adapted to the individual prior knowledge, competencies and motivational profiles of the learners. Furthermore, the continuous sensory data acquisition of physiological parameters of the learner shall be accomplished by current wearable technology. The paper presents first results in the form of conceptual determinations concerning self-reports and physiological measures, instructional design and adaptation techniques and further includes the early involvement of the subsequent users in the development process through an iterative, formative evaluation of prototypical solutions.
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Paper Nr: 142
Title:

Concepts of e-Learning Accessibility Improvement – Codes of New Media Art and User Behavior Study
Authors:

I. Gintere, V. Zagorskis and A. Kapenieks
Abstract: This article examines our proposed innovative strategies to further improve e-learning and new eBig3 learning approaches using an e-Ecosystem that is based on a multi-screen concept to support e-learning. Here we present the data comparison of user behavior in well-known Moodle and EdX learning environments. We propose the New Media art code analysis as an experimental method for eContent evaluation, and present the design science research method as a tool for application of e-learning research results. This paper is a part of a cross-cutting research in the fields of digital / new media art and ICT product innovation. The research is aimed at finding a path to open up the cache of knowledge situated in the theory of modern art, and to incorporate the codes of modern art into the field of ICT. The goal of the research is to transfer knowledge of modern art into areas traditionally not related to contemporary art and its specific academic trends, as well as to encourage the intersection of these disciplines. Consequently, this research aims to create a new profile of products that would exemplify modern interdisciplinary and analytic thought.
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Paper Nr: 143
Title:

Towards an Adaptive Study Management Platform: Freedom Through Personalization
Authors:

Amir Dirin and Teemu H. Laine
Abstract: Technological advancements have brought abundant freedom to our lives. In an educational context, however, the technology utilization is still relatively low despite recent developments on various learning platforms such as e-learning, mobile learning, MOOCs, and social networks. The contemporary technological advancement in smart gadgets enables us to bring learning resources with appropriate content format to the learners at the right time in the right learning situation. Yet there remains a need for an adaptive study management solution that would apply data mining algorithms to assist university students both before and during their studies in a personalized manner. This assistance can be of many kinds, such as campus orientation to new students, course curriculum recommendations, and customization of study paths. In this paper, we present the concept and an initial implementation the Adaptive Study Management (ASM) platform that aims at facilitating a university student’s academic life in different phases by tracing the student’s activities and providing personalized services, such as a course curriculum recommendation, based on their behavior and achievements during a period. The ASM platform creates a profile for the student based on their achievements and competencies. Consequently, the platform aims to grant freedom to students on their study management, eases teachers’ workloads on assessing students’ performance, and assists teachers and administrators to follow up students and dropouts. The goal of this platform to increase graduation rates by personalizing study management and providing analysis services, such as dropout prediction.
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Paper Nr: 152
Title:

Improved Learning of Academic Writing - Reducing Complexity by Modeling Academic Texts
Authors:

Gert Faustmann
Abstract: A graphical modeling language for scientific texts is presented, which particularly supports the learning process of academic writing. The supervision process for textual work in higher education is often characterized by misunderstandings, since the agreements are based on the abstract level of the document outline. The written text then often misses an inner structure and suitable representations and thus has little coherence. Since an academic text is a complex combination of text segments, linguistic functions, content, and means of presentation, a notation is proposed that includes these different perspectives. Based on the UML for software modeling, extracts of a text as well as different levels of abstraction can so be part of the learning process. Finally, a software tool is sketched, which can support the construction of document frameworks as well as the creation of the actual text.
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Paper Nr: 153
Title:

Applying Causal Inference in Educational Data Mining: A Pilot Study
Authors:

Walisson Ferreira de Carvalho, Bráulio Roberto Gonçalves Marinho Couto, Ana Paula Ladeira, Osmar Ventura Gomes and Luis Enrique Zarate
Abstract: Understanding the reasons that leads students to succeed during their course is a challenge for every Institution of Education, independently of the modality of teaching and learning adopted. In this paper we use the theory of Causal Inference for analyzing the main factors that causes the success, or failure, of an engineering student enrolled in an online course of Algorithm . We used data extracted from the Learning Management System Moodle and, after preprocessing the dataset, analyzed the actions performed by the students during the six months (20 weeks) that the online course lasted. We concluded that before submitting an evaluation activity to be assessed, it is important that students analyze the problem thoroughly. Students that took a little bit longer to submit their work got more chances to be approved.
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Paper Nr: 155
Title:

Enhance E-Learning through Data Mining for Personalized Intervention
Authors:

Lingma Lu Acheson and Xia Ning
Abstract: E-Learning has become an integral part of college education. Due to the lack of face-to-face interactions in online courses, it is difficult to track student involvement and early detecting their performance decline via direct communications as we typically practice in a classroom setting. Hence there is a critical need to significantly improve the learning outcomes of online courses through advanced, non-traditional approaches. University courses are often conducted through a web learning management system, which captures large amount of course data, including students’ online footprints such as quiz scores, logged entries and frequency of log-ins. Patterns discerned from this data can greatly help instructors gain insights over students learning behaviours. This positioning paper argues potential approaches of using Data Mining and Machine Learning techniques to analyse students’ online footprints. Software tools could be created to profile students, identifying those with declining performance, and make corrective recommendations to instructors. This timely and personalized instructor intervention would ultimately improve students’ learning experience and enhance their learning outcome.
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Paper Nr: 14
Title:

Assessment of the Most Relevant Learning Object Metadata - Relieving the Learner-User from Information Overload
Authors:

Alessandro da Silveira Dias and Leandro Krug Wives
Abstract: E-learning systems created new learning spaces and enabled users to participate more actively in the construction of their own knowledge. In these, users can learn in a self-directed way, make choices regarding their learning depending on the possibilities provided by the system. One of the most important choices is "how to learn", which in this work corresponds to which learning object the user will choose. For this, the user, considering of a list of relevant learning objects, uses their metadata to make a decision. The problem is that current metadata standards have many types of information, so, the user suffers from the metadata information overload. For relieving the user, this work assesses the most relevant metadata from a set of learning objects and ranks them based on this assessment. A case study was conducted to show the application of this ranking on the AdaptWeb® e-learning system and indicated that the vast majority of subjects did not suffer from the metadata overload.
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Paper Nr: 30
Title:

A Web-based Semi-Automatic Assessment Tool for Formulating Basic SQL Statements: Point-and-Click Interaction Method
Authors:

Aisha AL-Salmi
Abstract: Learning the Structured Query Language (SQL) is an important step towards developing students' database skills. As such, the number of higher education students learning SQL is constantly increasing. In this context, most researches focus on marking and providing feedback on the final query output rather than on the formulation of the SQL statement clauses. Focusing on statements formulation can assist the examiners in diagnosing the strengths and weaknesses of students’ answers and provide detailed feedback on SQL statements that have been submitted for marking. This paper proposes a new semi-automatic assessment tool called SQL Formulation Editor (SQL-FE) for higher levels of education. The tool allows students to formulate SQL statements using point-and-click interaction method. To ensure the effectiveness of the method; the research has conducted an experiment which compares SQL-FE with the SQL Management Studio (SSMS) tool. The results have provided reasonable evidence that using SQL-FE can have a beneficial effect on formulating SQL query on-time and demonstrated a significant improvement in students’ performance.
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Paper Nr: 51
Title:

Towards a Dynamic Visualization of Online Collaborative Learning
Authors:

Malik Koné, Madeth May and Sébastien Iksal
Abstract: Socio-constructivism and connectivism theories pinpoint the importance of collaboration for learning. Nevertheless, the online social interactions underlying the collaboration processes are still not well understood. As a result, learning designers have difficulties creating effective collaborative activities in Massive Open Online Courses (MOOCs). As for online learners, they are often isolated and require a lot of self-regulation to succeed. The research effort presented in this paper covers a review of visualization techniques supporting the online collaborative learning process. Our findings show that some visualizations have the potential to develop the learners’ reflexivity. Therefore, we give an overview of collaboration importance and how it could be enhanced with such visualizations. Our goal is to identify a new approach to visualize learners’ activities in MOOCs, while supporting collaboration and self-regulation.
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Paper Nr: 52
Title:

Improving Students’ Performace Through Gamification: A User Study
Authors:

Natalia Nehring, Nilufar Baghaei and Simon Dacey
Abstract: Lack of motivation is an issue for some learners. If they do not find the course materials engaging, they do not spend enough time to gain a deeper understanding of the subject matter. The term gamification is used to denote the application of game mechanisms in non-gaming environments with the objective of enhancing the process. Gamification has been shown to be an effective and motivating technique for enhancing students’ learning outcome. In this paper, we evaluate the effectiveness of a web-based gamified tool (PeerWise) in enhancing tertiary students’ performance doing a Computer Science degree at Unitec Institute of Technology. PeerWise allows students to actively participate in a subject by authoring their own questions and answering, commenting on and rating other students’ questions. Results of an evaluation study conducted over 11 weeks (n = 180) showed that using the tool (both voluntary and compulsory) improved students’ performance and they found it valuable for their learning.
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Paper Nr: 65
Title:

Students’ Understanding of Computational Thinking with a Focus on Decomposition in Building Network Simulations
Authors:

Steve Mvalo and Chris Bates
Abstract: This paper reports a study into students’ understanding of decomposition when building network simulations. Students were asked to complete three problem-solving tasks involving designing and troubleshooting computer networks using simulation software. Through online surveys, interviews and focus groups the students’ understanding of computational thinking was interrogated. The results show that students were not conscious that they were applying computational thinking concepts when designing and troubleshooting networks on simulation software. It appears their interest were to simply get problems solved but not necessarily with the understanding of the application of the concepts of computational thinking.
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Paper Nr: 78
Title:

Teaching on Hybrid Courses - Insights from Commercial Online ICT-Training
Authors:

Nestori Syynimaa
Abstract: Information and communication technology (ICT) has evolved rapidly during the last decades. These technological advancements have enabled new ways of teaching and learning, such as online courses, where students attend training using their own computer equipment. Previous studies have shown that the student satisfaction and learning outcomes do not differ between the classroom and online students. However, our previous study conducted on hybrid courses, where part of the students was present in a classroom and part are participating online, revealed some issues related to teaching methods and technical difficulties. In this study, we researched how teachers of a commercial ICT-training organisation feel teaching on hybrid courses. Results revealed that teacher doesn’t feel comfortable when teaching in hybrid courses. This is mainly because it was difficult for teachers to pay attention equally to the classroom and online participants. Also, technical difficulties occurring during the course are disturbing the teaching.
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Paper Nr: 79
Title:

Generation of Stereoscopic Interactive Learning Objects True to the Original Object
Authors:

Diogo Roberto Olsen, Flávio de Almeida e Silva, Lucas Murbach Pierin, Aramis Hornung Moraes and Edson José Rodrigues Justino
Abstract: Learning objects are used in many knowledge areas and may be aligned with technologies such as stereoscopy and ultra-high definition, instigating interactions and arousing interest in educational environments. Generating such objects from real pieces is a challenge because it requires computational resources to maintain quality and fidelity. Another challenge is to port these objects to different devices such as immersive theater, cell phones, virtual reality glasses, and televisions/projectors. Hence, we developed a framework capable of generating learning objects from real pieces with quality and fidelity of form, color, and texture. This article focuses on the generation of learning objects for these devices.
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Paper Nr: 88
Title:

Analysis of Serious Games based Learning Requirements using Feedback and Traces of Users
Authors:

Afef Ghannem, Karim Sehaba, Raoudha Khcherif and Henda Ben Ghezala
Abstract: Identify the games that best meet the needs and expectations of teachers and objectives of their courses remains a necessity about the integration of serious games among active teaching methods. Indeed, several serious games have developed in recent years, and it is often difficult for a teacher, not a computer scientist in particular, to find a game that meets these specific needs. Our aim is to develop models and tools enabling the teacher to find serious games adapted to his needs, considering user feedback and their traces of interaction with the game. To this end, we have explored the evaluation methods of serious games as well as methods of extracting knowledge from traces and texts. In this paper, we present our method of knowledge extraction of educational objectives. Thus, our proposal is assisting and supporting teachers/trainers to choose serious games and easily integrate them into their learning processes and devices.
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Paper Nr: 120
Title:

A Platform for the Italian Bebras
Authors:

Carlo Bellettini, Fabrizio Carimati, Violetta Lonati, Riccardo Macoratti, Dario Malchiodi, Mattia Monga and Anna Morpurgo
Abstract: The Bebras International Challenge on Informatics and Computational Thinking is a contest open to pupils of all school levels (from primary up to upper secondary) based on tasks rooted on core informatics concepts, yet independent of specific previous knowledge such as for instance that acquired during curricular activities. This paper describes the design choices, the architecture, and the main features of the web-based platform used to carry out the Italian Bebras contest. This platform includes functionalities needed by students, teachers, and Bebras staff during the execution of the challenge, tools to support the preparation of tasks and the training of students, instruments to evaluate the results and analyse data collected during the challenge. The platform is online since 2015 and it has managed the participation of around 25,000 teams and a significant amount of training sessions.
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Paper Nr: 133
Title:

A Discussion on Effective Implementation and Prototyping of Voice User Interfaces for Learning Activities on Moodle
Authors:

Toshihiro Kita, Chikako Nagaoka, Naoshi Hiraoka, Katsuaki Suzuki and Martin Dougiamas
Abstract: Voice User Interfaces (VUI) are effective and intuitive for many people. The VUI is rapidly becoming suitable for various practical purposes using voice-operated smartphones, or smart speakers like Amazon Echo or Google Home. If VUIs, which may require less cognitive load to use, are available on learning management systems (LMS) like Moodle, they could enhance LMSs’ functionality. This study demonstrates examples of existing educational applications for VUIs and chatbot interfaces. Design suggestions for VUIs for several Moodle activities are also described, and a prototype VUI for Moodle quizzes has been developed with the Dialogflow platform.
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Paper Nr: 149
Title:

Saite AVA - Experience Report on the Construction of a Virtual Learning Environment for Learning Paths Methodology
Authors:

Ana Emilia Figueiredo de Oliveira, Carla Galvão Spinillo, Ana Maria Lima Almeida, Dilson José Lins Rabêlo Júnior, Katherine Marjorie Mendonça de Assis, Camila Santos de Castro e Lima, Aldrea Malheiros Oliveira Rabelo and Ana Estela Haddad
Abstract: In the education modality known as Distance Learning (DL), the virtual learning environment (VLE) is the main platform that students use to take courses. Therefore, it should be designed to meet users’ expectations and needs and to be appropriate, following the innovations in the field of technology and education. This paper aims to perform a detailing of the VLE of UNA-SUS/UFMA: the Saite VLE, which is based on the methodology of Learning Trails. Saite VLE operation from user's perspective will be explored, highlighting the most important and ground breaking aspects. In addition, it is intended to report the production process of this VLE from the point of view of the teams involved: pedagogical, graphic design and technology. Finally, it is highlighted the importance of applying updated teaching methodologies in DE courses, considering the innovations that constantly emerge in education.
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Paper Nr: 157
Title:

Mobile Applications as a Means for the Diagnostics and Speech Development in Children with Speech Disturbances and as a Resource for Alternative Communication
Authors:

Natalya Snytnikova, Liudmila Mozheikina and Mariya Timofeeva
Abstract: This paper presents three mobile application systems which have been designed and developed at the Department of Fundamental and Applied Linguistics of Novosibirsk State University, Russian Federation. These mobile applications are “Logoball”, “Developing Speech”, and “PictInteraction”. The diagnostic system “Logoball” aims at detecting speech defects in children having different language problems. The programme “Developing Speech” is intended to be used for the development of impressive speech in children with the specific language impairment. The mobile application “PictInteraction” deals with the development of coherent speech in children with speech disturbances. It also serves as a means of alternative communication for such children. The mobile applications are described in some detail. The paper briefly discusses the strengths and weaknesses of the applications as well as the opportunities they provide to the children with language problems, to their parents, and to the speech and language therapists who work with the children having language problems.
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Paper Nr: 158
Title:

A Framework for Automatic Exam Generation based on Intended Learning Outcomes
Authors:

Ashraf Amria, Ahmed Ewais and Rami Hodrob
Abstract: Assessment plays important role in learning process in higher education institutions. However, poorly designed exams can fail to achieve the intended learning outcomes of a specific course, which can also have a bad impact on the programs and educational institutes. One of the possible solutions is to standardize the exams based on educational taxonomies. However, this is not an easy process for educators. With the recent technologies, the assessment approaches have been improved by automatically generating exams based on educational taxonomies. This paper presents a framework that allow educators to map questions to intended learning outcomes based on Bloom’s taxonomy. Furthermore, it elaborates on the principles and requirements for generating exams automatically. It also report on a prototype implementation of an authoring tool for generating exams to evaluate the achievements of intended learning outcomes.
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Paper Nr: 174
Title:

Model Mediated University Course in Engineering
Authors:

László Horváth
Abstract: Great changes of ideas, methods and systems place new challenges for researchers, practitioners, and educators in engineering in these days. The most affecting change is for lifecycle engineering of cooperating systems operated multidisciplinary products. Product information is represented and handled in dedicated engineering system using complex model in which objects are glued by consistent system of contextual connections. Crossing disciplinary borders even at a single contextual connection is unavoidable. Groups of engineers develop and apply these models accessing modeling and other capabilities in accordance with area of industry, disciplines, and human role. Appropriately configured and cloud-based modeling assures integration of theory and practice in knowledge driven model system. The reported work is based on analysis of the above situation at the Laboratory of Intelligent Engineering Systems. Formerly published results were applied at this recent research to integrate engineering course in the above characterized industrial engineering system using appropriately configured model. This paper outlines recent advanced features of engineering modeling systems which support their application for the above purpose. This is followed by novel concept of model mediated engineering course, methodology for university course specific engineering model configuration, and possibility to realize course specific models in advanced industrial modeling system environments. The objective of work is teaching and learning method which can be applied at real industrial engineering modeling system in integration with research and industrial engineering activities.
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Paper Nr: 175
Title:

An Architecture to Enhance a Reference Management System with Recommendations from Open Linked Data
Authors:

María Hallo and Sergio Luján-Mora
Abstract: Reference management software helps students and researchers to store and to cite publications in different citing formats. Common features of reference management software include advanced searching, reference libraries and generation of citations. Some implementations help users to be connected to digital libraries to get the article metadata of interest. Some researchers need to manage references of publications from open access journals because of the elimination of barriers such as the price to get publications. However, the number of publications grows each year and the researchers devote so much time to the retrieval, analysis and management of bibliographic information. To solve this problem, in this work, we present a framework to support the search, download and management of bibliographic information. A content-based recommender module based on Open Linked Data is included into the framework. The metadata of the research publications and the corresponding PDF files links are extracted using the recommender module and the Application Program Interface from the Directory of Open Access Journals (DOAJ). The results are presented to the user for the selection process. The metadata of the selected publications are stored in a local database integrated in a bibliographic management system. A prototype was developed and was tested with information from open access journals managed by the DOAJ.
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Paper Nr: 184
Title:

Visualization of Abstract Algorithmic Ideas
Authors:

Luděk Kučera
Abstract: Algorithm visualization has been high topic in CS education for years, but it did not make its way to university lecture halls as the main educational tool. The present paper identifies two key condition that an algorithm visualization must satisfy to be successful: general availability of used software, and visualization of why an algorithm solves the problem rather than what it is doing. One possible method of “why” algorithm visualization is using algorithm invariants rather than showing the data transformations only. Invariants are known in Program Correctness Theory and Software Verification and many researchers believe that knowledge of invariants is essentially equivalent to understanding the algorithm. Algorithm invariant visualizing leads to codes that are computationally very demanding, and powerful software tools require downloading/installing compilers and/or runtime machines, which limits the scope of users. One our important finding is that, due to computing power of the recent hardware, even very complex visualization involving 3D animation (e.g., Fortune’s algorithm, see Section 4) could be successfully implemented using interpreted graphic script languages like JavaScript that are available to every web user without any downloading/installation.
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Paper Nr: 185
Title:

Impact of LMS Selection on Students’ Activity - Students’ Activity Evaluation Problems in Moodle and Open edX Learning Management Systems
Authors:

Viktors Zagorskis and Atis Kapenieks
Abstract: The quality of youth education, in general, is worsening (Coppola and O’Higgins, 2015). Some of the reasons for such a statement are (i) the current changes of educational systems in general, (ii) eventually unreasonable switching between ephemeral learning trends and tools. Despite the use of learning management systems, learners or educators, face today a real and increasing difficulty in finding optimal communication for the learning coalition between the students and the teachers. In this research, students’ activity in two popular learning management systems (LMS): MOODLE and Open edX are analyzed. We examine both platforms by measuring and comparing the students’ activity from the learning-time aspect. The novel – CAST algorithm is proposed to reduce the overestimated learners’ activity measuring errors, caused by unterminated WEB sessions. We conclude that Open edX engage students more, therefore, educational institutions should move forward to modern eLearning platforms.
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Area 3 - Learning/Teaching Methodologies and Assessment

Full Papers
Paper Nr: 11
Title:

Applying and Managing PBL - An Experience in Information Systems Education
Authors:

Gustavo H. S. Alexandre, Simone C. Santos, Ariane N. Rodrigues and Priscila B. Souza
Abstract: The dynamism of the global economy and its growing dependence on Information Technology, more complex and integrated, has required a transformation in the education of software professionals with the focus on the development of skills such as teamwork, real practice of problem-solving, managerial profile and analysis of solutions. In this context, the Problem-Based Learning (PBL) approach falls as a glove for the training of professionals in these competencies. From this motivation, this paper describes the application of the PBL approach in an Information Systems course. Aiming the effectiveness of this approach, the Framework described in (Santos and Rodrigues, 2016) was applied, which proposes tools for the planning, execution, monitoring, and improvements of PBL. The results showed the suitability of the Framework for this purpose, describing how it was applied and how the PBL can be managed, besides emphasizing main benefits and improvement points from this application.
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Paper Nr: 19
Title:

Reflections on Teaching Software Engineering Capstone Course
Authors:

Anne-Maarit Majanoja and Timo Vasankari
Abstract: For students, capstone project represents the culmination of their studies and is typically the last milestone before graduation. This paper reflects on organizing IT capstone projects in computer science and software engineering Master programmes in a Sino-Finnish setup. Based on our analysis we introduce various aspects based on our observations for improving course practicalities, introduction lectures, students’ initiative group working and overall interaction. We also discuss the importance of active learning and transferring the responsibility of learning from teachers to students in order to achieve the intended learning outcomes. During a capstone course students design and implement a solution to a complex, ill-defined real-life problem. We present and discuss the results from student feedback surveys and propose areas for further development.
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Paper Nr: 27
Title:

Storyboard Interpretation Technology Used for Value-based STEM Education in Digital Game-based Learning Contexts
Authors:

Jacqueline Schuldt, Stefan Sachse, Susanne Friedemann and Kati Breitbarth
Abstract: Digital games, particularly serious games, are seen as an important element for providing stimulation and simulation in educational settings. The Storyboard Interpretation Technology (SIT) is a feature to support the development of games, especially for educational contexts. The Experimento Game is a prototype based on concepts of SIT. This prototype aims at supporting the development of a students critical reflection in STEM contexts, taking into account that students must be encouraged to understand the deeper meaning of a problem. In order to determine the suitability of the digital game, a user experience evaluation with a game test was carried out for the target group of students at the age of 11 to 13 years. In this paper we firstly outline the motivation of developing a gaming module called Experimento Game, secondly the theoretical background, and thirdly the progress of development. Finally we discuss the results of the user experience evaluation by means of a survey study and the collection of game data using Data Mining.
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Paper Nr: 42
Title:

Game Elements for Learning Programming: A Mapping Study
Authors:

Adriano Lages dos Santos, Mauricio R. de A. Souza, Eduardo Figueiredo and Marcella Dayrell
Abstract: Serious games have been used as a tool to support learning in several areas and subjects. To achieve its educational goals, a serious game must consist of a set of game elements that are related to the learning outcomes. In Computer Science, educators are also using serious games and their elements to enhance learning of programming-related disciplines, which are often considered challenging by first-year students. It is important for educators in Computer Science to know what are the types of game elements used in games to learn programming. Besides that, it is also important to know how game elements are evaluated and what are the game elements that mostly contribute to learning achievements. In this work, we aim to verify how serious games and their composing elements are used and evaluated to support learning programming. To achieve this goal, we conducted a systematic mapping study on the use and evaluation of game elements for learning programming. Our results indicate that game elements are only evaluated indirectly by means of their serious games. Furthermore, we identify some shortcomings in game elements evaluation, such as the lack of evaluation in some primary studies and low number of quantitative studies.
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Paper Nr: 44
Title:

Designing Gamified E-Learning Applications for Children with Down’s Syndrome - The Case of Teaching Literacy and Language Skills
Authors:

Igor Vieira, Antao Moura, Uwe Terton, Mark Bilby and Marcelo Barros
Abstract: Down’s syndrome (DS) is the most common genetic cause of intellectual disability worldwide, with language being one of the most affected area. Language skills and literacy acquisition thus require special care. It is still rare to use software to support such care while, simultaneously, providing education and entertainment. This paper presents results of research on the design of gamified software applications to support pedagogical processes of literacy and language acquisition, making them fun, motivating and effective for children with DS. The paper analyses rankings of design domains of gamified e-learning applications done earlier in the research according to pedagogical benefits in entertaining education of DS children. The paper is believed to offer contributions to requirements engineering of e-learning, gamified software applications in general and to computer-assisted education of DS children in particular. The paper directly contributes to the concretization of article 24 (access to Education) of the General Principles, Accessibility, of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD). Usage of applications that implement most beneficial requirements may also indirectly contribute to UNCRPD article 19 –Living independently and being included in the community; article 21 – access to Information and communication services; and, article 27 -Work and employment.
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Paper Nr: 72
Title:

Biology Meets Mechatronics (BIOMEETSMEX) - Video Reporting for Development of Project Management and Interdisciplinarity Skills
Authors:

Tino Koponen, Tommi Lintilä, Anton Vanamo, Ara Taalas, Heli Viskari, Katrina Nordström, Panu Kiviluoma and Ari Ora
Abstract: A pilot project BIOMEETSMEX, combines two engineering schools to support the development of co-creative means of project and product presentation, interdisciplinary and problem-solving skills. The aim was to expand students’ ability to communicate scientific data through self-produced videos rather than written media, and to offer motivating and informative ways to learn scientific concepts and for teachers to assess learning. A “library” for learning could be developed, to allow for other students to access student self-produced videos in future courses.
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Paper Nr: 84
Title:

Who Learns Better - Achieving Long-term Knowledge Retention by Programming-based Learning
Authors:

Stefano Federici, Claudia Medas and Elisabetta Gola
Abstract: In this paper we describe the experience of a year-long experiment devoted to understanding if retention of knowledge acquired by students while learning a specific subject can be improved by letting them build by themselves interactive models of that knowledge by means of a visual programming language based on the block metaphor. What we propose is along the lines of active learning and learning-by-teaching. Students build an interactive model that tests the knowledge of a specific topic and it is assumed that the topic will be better memorized and understood than using standard learning strategies. To test this hypothesis, we run an experiment on the students of two 5th grade classes, split in three groups. One group learned the topic by both following standard explanations and by creating by themselves multimedia interactive projects by means of a block language. A second group learned by following standard explanations and by playing with multimedia interactive projects created by their peers in the first group. A third group learned by only following standard explanations. The experiment outcome shows that there is a significant improvement in the retention rate after several months for those students that build their digital tools by themselves with respect to both students that use digital tools built by others and students that do not use digital tools at all. It is our opinion that this strategy can be applied to topics of all disciplines, providing the bases of what we can define as programming-based learning, a general learning methodology based on computer programming.
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Paper Nr: 116
Title:

Library Not Found - The Disconnect between Gaming Research and Development
Authors:

Marcello Passarelli, Jeffrey Earp, Francesca Maria Dagnino, Flavio Manganello, Donatella Persico, Francesca Pozzi, Thomas Buijtenweg, Mata Haggis, Chris Bailey and Carlo Perrotta
Abstract: Video games clearly have great educational potential, both for formal and informal learning, and this avenue is being thoroughly investigated in the psychology and education literature. However, there appears to be a disconnect between social science academic research and the game development sector, in that research and development practices rarely inform each other. This paper presents a two-part analysis of this communicative disconnect based on investigations carried out within the H2020 Gaming Horizons project. The first part regards a literature review that identified the main topics of focus in the social sciences literature on games, as well as the chief recommendations authors express. The second part examines 73 interviews with 30 developers, 14 researchers, 13 players, 12 educators, and 4 policy makers, investigating how they perceived games and gaming. The study highlights several factors contributing to the disconnect: different priorities and dissemination practices; the lag between innovation in the games market and research advancements; low accessibility of academic research; and disproportionate academic focus on serious games compared to entertainment games. The authors suggest closer contact between researchers and developers might be sought by diversifying academic dissemination channels, promoting conferences involving both groups, and developing research partnerships with entertainment game companies.
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Paper Nr: 162
Title:

Evaluating the Complementarity of Communication Tools for Learning Platforms
Authors:

Leonardo Carvalho, Laura Assis, Leonardo Lima, Eduardo Bezerra, Gustavo Guedes, Artur Ziviani, Fabio Porto, Rafael Barbastefano and Eduardo Ogasawara
Abstract: Due to the constant innovations in communications tools, several educational institutions are continually evaluating the adoption of new communication tools (NCT) for their adopted learning platforms (LP). Notably, many educational institutions are interested in checking if NCT is bringing benefits in their teaching and learning process. We can state an important problem that tackles this interest as for how to identify when NCT is providing a significantly different complementary communication flow concerning the current communication tools (CCT) provided at LP. This paper presents the Mixed Graph Framework (MGF) to address the problem of measuring the complementarity of an NCT in the scenario where some CCT is already established. Since we are interested in the methodological process, we evaluated MGF using synthetic data. Our experiments observed that the MGF was able to identify whether an NCT produces significant changes in the overall communications of an LP according to some centrality measures.
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Paper Nr: 165
Title:

Elementary Math to Close the Digital Skills Gap
Authors:

Pia Niemelä and Antti Valmari
Abstract: All-encompassing digitalization and the digital skills gap pressure the current school system to change. Accordingly, to "digi-jump", the Finnish National Curriculum 2014 (FNC-2014) adds programming to K-12 math. However, we claim that the anticipated addition remains too vague and subtle. Instead, we should take into account education recommendations set by computer science organizations, such as ACM, and define clear learning targets for programming. Correspondingly, the whole math syllabus should be critically viewed in the light of these changes and the feedback collected from SW professionals and educators. These findings reveal an imbalance between supply and demand, i.e., what is over-taught versus under-taught, from the point of view of professional requirements. Critics claim an unnecessary surplus of calculus and differential equations, i.e., continuous mathematics. In contrast, the emphasis should shift more towards algorithms and data structures, flexibility in handling multiple data representations, logic; in summary -- discrete mathematics.
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Paper Nr: 166
Title:

On the Reliability, Validity and Sensitivity of Three Mental Workload Assessment Techniques for the Evaluation of Instructional Designs: A Case Study in a Third-level Course
Authors:

Luca Longo
Abstract: Cognitive Load Theory (CLT) has been conceived for instructional designers eager to create instructional resources that are presented in a way that encourages the activities of the learners and optimise their performance, thus their learning. Although it has been researched for many years, it has been criticised because of its theoretical clarity and its methodological approach. In particular, one fundamental and open problem is the measurement of its cognitive load types and the measurement of the overall cognitive load of learners during learning tasks. This paper is aimed at investigating the reliability, validity and sensitivity of existing mental workload assessment techniques, borrowed from the discipline of Ergonomics, when applied to the field of Education, Teaching and Learning. In details, a primary research involved the application of three subjective mental workload assessment techniques, namely the NASA Task Load Index, the Workload Profile and the Rating Scale Mental Effort, in a typical third-level classroom for the evaluation of two instructional design conditions. The Cognitive Theory of Multimedia Learning and its design principles have been used as the underlying theoretical framework for the design of the two conditions. Evidence strongly suggests that the three selected mental workload measures are highly reliable within Education and their moderate validity is in line with results obtained in Ergonomics.
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Paper Nr: 179
Title:

Pedagogical Benefits from an Exercise in Reverse Engineering for an Aviation Software Systems
Authors:

Emanuel S. Grant and Pann Ajjimaporn
Abstract: Since the Y2K crisis, reverse engineering has become a major area of work in industrial software application development, but lacks emphasis in US academia. This issue is exemplified by the high demand for software systems in new and expanding software application areas, which has resulted in systems being implemented before the requirements and design phases have been completed. Towards the maintenance of such systems, it is necessary to conducted reverse engineering for the derivation of software documentation for requirements and high-level and low-level design. When this scenario exists in the domain of safety-critical system, particularly in the aviation industry, reverse engineering takes on greater value because such software systems have to undergo development regulations and certification restrictions. This work reports on the pedagogical revelations gained from conducting reverse engineering on a software system that was developed and deployed for use in managing the assignment of commercial aircrafts to airport terminal gates. The software system incorporated genetic algorithms solutions and was implemented on a high-speed multi-processor system. The reverse engineering methodology applied was based on the RTCA DO-178C Software Considerations in Airborne Systems and Equipment Certification specification for onboard avionic software systems.
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Short Papers
Paper Nr: 18
Title:

A Model to Design Learning Escape Games: SEGAM
Authors:

Gaëlle Guigon, Jérémie Humeau and Mathieu Vermeulen
Abstract: This article proposes a methodology to design Serious Escape Games (SEG) for teaching. It describes, through the proposed model, how to approach the various aspects related to this type of activity (constraints, pedagogy, parameterization, tests, background, etc.). The goal of SEG is not only to reinforce the knowledge and skills of students or to acquire them, but also to improve their intuition as to the choice of the skills to be mobilized according to the different situations. This methodology was implemented through an experiment carried out as part of a Masters combinatorial optimization course in an Engineering School, the aim of which was to increase the attractiveness of this very complex discipline manipulating a large number of digits. The evaluation of this experiment showed the advantages of this activity : manipulation of the notions in a playful way by the learners, increase of the motivation and improvement of their reactivity and practical sense.
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Paper Nr: 25
Title:

The Role of Children’s Emotions during Design-based Learning Activity - A Case Study at a Dutch High School
Authors:

Feiran Zhang, Panos Markopoulos and Tilde Bekker
Abstract: Design-based learning (DBL) is attracting increasing attention for its potential to support informal learning, and as a way to enhance science and technology education at schools. However, related research has not yet considered the emotions children experience during DBL and how these affect the learning process. We report a case study aimed at developing a deeper understanding of children’s emotional experience during DBL. In total 9 children (12-13 years old) are involved in this case study. In order to assess children’s emotions during DBL lessons we used a self-reporting non-verbal instrument (the emotion card, which adapted from Five Degrees of Happiness Smiley Face Likert) and a verbal instrument (the Geneva Emotion Wheel Questionnaire, which contains 16 emotions). In addition, a group interview probed into the role of children’s emotion during DBL. We discuss the methodological challenges exposed in this study, which will need to be addressed in future studies regarding the measurement of children’s emotions in DBL.
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Paper Nr: 34
Title:

PBL Planner Toolkit: A Canvas-based Tool for Planning PBL in Software Engineering Education
Authors:

Gustavo H.S. Alexandre and Simone C. Santos
Abstract: The PBL (Problem-Based Learning) methodology provides many benefits to those who use it in teaching. In this light, it is important to plan well when using this methodology, efficient to the purposes established by an educator. However, there is a lack of specific tools to help educators in the task of planning their teaching, specifically geared to the PBL approach. As a solution to this problem, this paper proposes a tool consisting of a Canvas PBL and a set of cards intended to guide the planning of teaching in the PBL approach. Initial results indicate a good level of acceptance of the tool, as well as indicators of its utility in planning and adopting PBL, as shown by the data collected from the application of a survey that evaluated the use of our Toolkit.
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Paper Nr: 36
Title:

Supporting the Development of Complete Engineers
Authors:

Juliana de Melo Bezerra, Neusa Maria Franco Oliveira, Cristiane Aparecida Martins, Raquel Caratti Piani, Lara Kühl Teles and Maria Margareth da Silva
Abstract: Engineering technical competence is an indisputable need in an engineer professional life. However, to be a complete engineer, able to work in an ever changing globalized world, but sensible to cultural differences, it is necessary more than technical skills. It is then important for students acquiring non-technical competences, such as intercultural appreciation, leadership, self management, service and civic responsibility, teamwork, and understanding of engineering ethics. Here, we present the “Women in STEM2D” Program, developed with undergraduate engineering students, whose goal is to attract and keep female students in the technological and science areas. We provide a critical analysis about how the planning and execution of the program activities contribute to the development of non-technical skills in the engineering students.
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Paper Nr: 41
Title:

Learning Digital Skils for Elderly People by using Touch Screen Technology and Learning Games: A Case Study
Authors:

Borka Jerman Blažič, Primož Cigoj and Andrej Jerman Blažič
Abstract: The problem of learning digital skills among elderly addressed in this paper is focused on an approach focused to overcome the barriers in adoption of touch screen digital technology faced by older adults, by using the game based learning approach. The paper provides an overview of some early results and findings from an exploratory study based on use of an alternative learning approach with games enabled to facilitate the digital literacy and digital skills adoption by elderly people. The learning was carried out with designed games offered on big tablets with touch screen technology. The study results presented in the paper were collected within the project GIRDA – Gameplay foR Inspiring Digital Adoption from the European ERASMUS+ program. The paper describes the research setting, the experiments and the results that are accompanied by discussion and conclusion.
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Paper Nr: 59
Title:

Instructional Application for Programming and Algorithmic Self-Learning - A Didactic Approach with Mobile Robotics as Pedagogical Context
Authors:

Pedro G. Feijóo-García and Fernando De la Rosa
Abstract: One of the main challenges related to algorithmic and programming teaching with novice students, is to focus their process on acquiring concepts and developing problem solving skills in programming, without spending time overcoming syntax-oriented learning curves of specific languages. The application here explained is proposed as an instructional technology that, using the advantages of Visual Blocks Programming, through virtual and remote mobile robotics’ scenarios, seeks to give playful and friendly mechanisms for programming and algorithmic self-learning. This paper presents the pedagogical design and approach of the tool, evaluated through a User Experience approach with high school students in the Colombian educational context.
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Paper Nr: 126
Title:

iOS Apps for People with Intellectual Disability: A Quality Assessment
Authors:

Andrés Larco, Freddy Enríquez and Sergio Luján-Mora
Abstract: People with intellectual disability should have access to life-long learning opportunities that help them to acquire essential knowledge and skills. Due to poverty, they may be unable to access basic products and services such as telephones, television and the Internet. Unequal access to technology has created a digital divide. However, information and communication technology can help people with intellectual disability in the interaction with the external environment. The objective of this research was assessing iOS apps quality for people with intellectual disability using Mobile App Rating Scale. Apps included for evaluation needed to be educational, in Spanish and free to download. A systematic search was conducted with Preferred Reporting Items for Systematic Reviews and Meta-Analyses in Apple App Store, finding a total of 958 apps. After filtering, a total of 42 apps were considered for evaluation using Mobile App Rating Scale. The research identified seven apps with good quality, with scores over 4. Due to moderately correlation of subjective customer ratings of Apple App Store with Mobile App Rating Scale score, customer rating is an unreliable indicator of app quality. The results of this research can help therapists and parents to choose the right app for people with intellectual disability.
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Paper Nr: 147
Title:

An Investigation of the Impact of a Social Constructivist Teaching Approach, based on Trigger Questions, Through Measures of Mental Workload and Efficiency
Authors:

Giuliano Orru, Federico Gobbo, Declan O'Sullivan and Luca Longo
Abstract: Social constructivism is grounded on the construction of information with a focus on collaborative learning through social interactions. However, it tends to ignore the human mental architecture, pillar of cognitivism. A characteristic of cognitivism is that instructional designs built upon it are generally explicit, contrarily to constructivism. This position paper proposes a novel learning task that is aimed at combining both the approaches through the use of trigger questions in a collaborative activity executed after a traditional delivery of instructions. To evaluate this new task, a metric of efficiency based upon a measure of mental workload and a measure of performance is proposed. The former measure is taken from Ergonomics, and two well know subjective self-reporting mental workload assessment techniques are envisioned. The latter measure is taken from an objective quantitative assessment of the performance of learners employing concept maps.
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Paper Nr: 62
Title:

ReadAct - Alternate Reality, Serious Games for Reading-Acting to Engage Population and Schools on Social Challenges
Authors:

Marcelo Alves de Barros, Valéria Andrade, J. Antão B. Moura, Laurent Borgmann, Uwe Terton, Fátima Vieira, Gabriel Cintra Alves da Costa, Rafaela Lacerda Araújo, Aline Oliveira Arruda, Sophie Naviner and Jobson Silva
Abstract: This paper presents a gamified empowerment approach to train future teachers. The approach aims to innovate teaching strategies and to provide a system which motivates players to read and to apply acquired knowledge towards actions to address social challenges within their community. The approach is supported by an alternate reality serious game called “ReadAct” which blends reading instruction with opportunities to act on social responsibility in the real world. Validation results are offered for experiments with the ReadAct approach in different but related contexts of drama reading, environmental education and introduction to computing. Results provide evidence that ReadAct motivates players (young readers) to engage themselves and to attract their schools’ and families’ communities to act on social challenges. The underlying challenges in the experiments are water conservation, urban violence and bullying at school. The paper contributes to the literature on computer-based education by indicating how a ReadAct game may turn the school community, where it is played out, into a community school with an integrated view of academics and social services.
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Paper Nr: 98
Title:

An Exploratory Study of the ODL Course in Structural Engineering
Authors:

Stella M. Mlasi and R. Naidoo
Abstract: The study was conducted on a structural steel design module taught via distance learning mode at the University of South Africa, UNISA. Structural steel design is part of structural engineering under the broad field of civil engineering. It is very challenging for students to learn or study structural steel design in an open distance learning (ODL) environment; because students struggle to put concepts in the correct perspective without any assistance. This lead to few but major challenges such as poor pass rates, graduates with low confidence and lack of quality skills and decision-making. In addressing these challenges, few interventions were introduced including improving communication and teaching methods, redesigning study materials and prescribing up to date books. The interventions were implemented progressively from the year 2013 up to date, and the outcomes measure was the examinations. The examination results showed that the pass rates has been improving annually after 2013, with the overall pass percentages increasing and the number of distinctions increasing from 0 to 6. This implies that the intervention that were implemented are effective but needs to be applied strategically.
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Paper Nr: 122
Title:

Cyberpsychology: Psychological Processes That May Affect Dropout Rates among Online IT Security Students
Authors:

Tom Drange and Joakim Kargaard
Abstract: “Peter” is an online student in an IT Security program, and since the educational institution offers it online and he is a shy person, he thought that he would feel more comfortable at home, not having to face a lot of new people. As the number of online studies increases so does the dropout rate among these students. Research has shown that about 85% of people suffering from social anxiety have difficulties maintaining relationships as well as coping with academic challenges. Social anxiety could be the main contributor for young people to select studying online rather than in a physical classroom and therefore there may be a strong correlation between academic difficulties, social anxiety and the dropout rate for online students. This paper aims to enlighten educational institutions and staff that offers online study programs, by following "Peter" and his challenges, and at the same time discuss the different psychological processes he goes through and try to relate these to the rising dropout rate in higher online education. "Peter" is, of course, a fictive character, but with challenges, the authors experience from students on a frequent basis. The authors base the discussion on own experience and recent research.
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Paper Nr: 129
Title:

A Possible Ubiquitous Way of Learning within a Fab Lab - The Combination of Blended Learning and Implementation-oriented Learning
Authors:

Aleksandra Konopek, Lukas Hellwig and Michael Schäfer
Abstract: This report describes a possible peak of blended learning and implementation-oriented learning within a special training concept which can easily lead to a ubiquitous learning attitude. The associated field report characterizes a special ratio between self-learning methods and active support through an instructor, turning the combination of blended learning and implementation-oriented learning into a ubiquitous way of learning proposed to be called mushroom strategy. The idea of a fab lab exemplifies open workshops. Its growing influence on the educational landscape is specified, highlighting questions and difficulties regarding the integration of this very special ubiquitous way of learning into a daily routine of a fab lab. An exploration of this learning strategy leads to a proposal for a learner-mentoring-process.
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Paper Nr: 137
Title:

Empowering Teachers’ Self Assessment of Their Own Practice on Student’s Oral Skills - EVALOE Decision Support System
Authors:

Marta Gràcia, Josep Casanovas, Maria-Ribera Sancho, Jordi Casanovas and Marta Cuatrecasas
Abstract: School is an essential context that contributes to children’s communicative competence. Decision Support Systems (DSS) are tools that can help teachers to assess their own practice and to make decisions to improve it (Gregg, 2009). Our aim is the construction, implementation and validation of a digital Decision Support System (EVALOE-DSS), conceived as a teacher empowerment tool for self-assessment and decision making about their teaching practice concerning students’ oral skills. Participants are 4 teachers and their groups of students of 4 diverse schools. The research procedure includes: 1) design and development of a DSS for different type of schools; 2) researcher assessment of one classroom observation using EVALOE-DSS; 3) weekly teacher self-assessment of classroom observation and decision making using EVALOE-DSS; 4) analysis of self-assessments, decision making and changes in teaching practices; 5) teacher-researcher assessment of the helpfulness of DSS and introduction of changes. EVALOE-DSS is a multimedia tool consisting of 30 items that assess 5 dimensions: teaching management, instructional design, communicative functions and teacher strategies, students’ communicative functions, and students’ management. It includes, also, a brief description of each item and a variety of resources to help teachers to make decisions and introduce the actions in their teaching practice.
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Paper Nr: 144
Title:

Measuring the Engagement of the Learner in a Controlled Environment using Three Different Biosensors
Authors:

Khaled El-Abbasy, Anastassia Angelopoulou and Tony Towell
Abstract: Irrespective of the educational model, the major challenge is how to achieve maximum efficiency of the education process and keep learners engaged during learning. This paper investigates the relationship between emotions and engagement in the E-learning environment, and how recognizing the learners emotions and changing the content delivery accordingly can affect the efficiency of the E-learning process. The proposed experiment aims to identify ways to increase the engagement of the learners, hence, enhance the efficiency of the learning process and the quality of learning. A controlled experiment was conducted to investigate participants emotions using bio sensors such as eye tracker, EEG, and camera to capture facial images in different emotional states. One-way analysis of variance (ANOVA) test and t-Test was carried out to compare the performance of the three groups and show if there was an effect of using the affective E-learning system to improve the learners performance. Our findings support the conclusion that using bio sensors as a quantitative research tool to investigate human behaviours and measure emotions in real time can significantly enhance the efficiency of E-learning.
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Paper Nr: 145
Title:

e-Assessment Behind the Scenes - Common Perception of e-Assessment and How We See It Nowadays
Authors:

Bastian Küppers, Thomas Eifert, Marius Politze and Ulrik Schroeder
Abstract: There exist common preconceptions about e-Assessment that, in the view of many, prohibit e-Assessment to come into operation. In this paper we examine the most commonly found preconceptions and derive how e-Assessment should be implemented from our point of view to overcome these obstacles, considering programming assessment as an example. While deriving an e-Assessment scenario, we concentrate on the integration of e-Assessment into the process workflow of institute of higher education, software for e-Assessment and suitable operational scenarios for e-Assessment.
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Paper Nr: 156
Title:

Students’ Perceptions of Paper-Based vs. Computer-Based Testing in an Introductory Programming Course
Authors:

João Paulo Barros
Abstract: This paper examines the preferences of students regarding computer-based versus paper-based assessment, in an introductory computer programming course. Two groups of students were surveyed about their preference between paper-based and computer-based tests and respective rationale. All students had already been assessed: one group using two paper-based tests and the other group using two computer-based tests. Both groups expressed an overwhelming preference for computer-based tests independently of their previous programming experience. We conclude that, from the students’ point of view, computer-based tests should be the used over paper-based ones for introductory programming courses. This adds to existing literature about computer-based testing of programming skills.
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Paper Nr: 181
Title:

A Methodology to Conduct Computational Thinking Activities in Children’s Educational Context
Authors:

Flavio Nicastro, M. Cecília C. Baranauskas and Ricardo da S. Torres
Abstract: Computational thinking (CT) development has been receiving considerable attention in academic discussions. In this work, we propose a methodology for conducting computational thinking activities. The results from a case study involving educators and children from 8 to 11 years old shows that they were pleased when engaging in the development of activities following a methodology that encourages the reflection about what they should do and about what results they are achieving. Some challenges were identified, as well as the need of addressing them to reach acceptance of this kind of methodology by both children and educators. Our next step will concern the evaluation of the use of this methodology, together with educators, in the planning of CT-related activities.
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Area 4 - Social Context and Learning Environments

Full Papers
Paper Nr: 115
Title:

Digital Media’s Alteration Mechanism for Informal Learning
Authors:

Otto Petrovic
Abstract: The main part of human learning happens en passant and mostly outside of an educational institution - called informal learning. Even pupils and students spend more time in front of digital media screens than in formal settings inside schools. Thus, their learning is strongly impacted by the use of digital media in everyday life. Current research, educational practice, and design of learning systems have their focus mostly on courseware and distance education for formal settings. The current study captures real-life learning episodes in the domains of cognitive, affective, and psychomotor learning using autovideography. Additional episodes are captured by the author applying participatory action research (PAR) in extensive field studies in different cultures. The episodes are analyzed, using different learning theories to develop a category system of alteration mechanism for informal learning using the approach of grounded theory. The main alteration mechanism identified is the extension of linear learning content to a multi-dimensional, perception sphere that is characterized by high interactivity and contingency. To utilize this alteration mechanism, one possible conclusion is that educators should neither stick to pure transfer of knowledge nor retreat to a facilitator, the latter of which is empty of content.
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Paper Nr: 187
Title:

Towards Personalized Content in Massive Open Online Courses
Authors:

Nour El Mawas, Jean-Marie Gilliot, Serge Garlatti, Reinhardt Euler and Sylvain Pascual
Abstract: Despite the growth of MOOCs, Lifelong learners confront many difficulties related to the attendance of courses on MOOCS. Lifelong learners are often very different in terms of background, ability, experience, and prior knowledge but they are required to follow the same content. This explains the low average completion rate for MOOCs. The research presented in this paper aims to define the functional and technical architecture to personalize content in Massive Open Online Courses in a Lifelong Learning perspective. The term content refers to videos, tutorials, documents, exercises, and quizzes in MOOCs. This work is dedicated to teachers, MOOCs designers, MOOCs providers, pedagogical engineers, and researchers in e-Learning and learning analytics. This work takes place within the context of a European project called MOOCTAB (Massive Online Open Course Tablet).
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Paper Nr: 189
Title:

Evaluation of the Effect of Information Technology and Media on Children: A Collective Views
Authors:

Gokmen Dagli, Fahriye Altinay, Zehra Altinay, Menil Celebi and Mehmet Altinay
Abstract: New generations are borning with information technology and growing up with media. This shapes the societal life. Digitalization fosters information technology and media based social life. In this respect, the life of children needs to be evaluated throuhg the effect of infromation technology and media. Therefore, this qualitative nature based research aims to evaluate perceptions of teachers and administrators on the information technology and media for children life. Focus group was conducted and content analysis was used to analyze data. This research revealed that there is a need for traininf children on information technology, media should be beneficial and educational for their life.
Short Papers
Paper Nr: 1
Title:

Student’s Perspectives Concerning the Use of Social Media as Communication and Educational Tools in a Tertiary Environment
Authors:

Uwe Terton, Irene Visser, Cindy Davis, Karen Sutherland, Alix Stubbs and Maureen O'Neil
Abstract: Social media is currently being used to effectively engage and communicate with students in universities across the globe. As Beidelman (2015, p.1) acknowledges, “Social media is a tool that teachers can use to make their classroom more engaging, relevant and culturally diverse”. This action research project is entitled “Increasing student engagement and community via the integration of social media technologies to enhance/inform blended learning at University”, and was funded by a University Exploratory and Enhancement Learning and Teaching Grant. This paper focuses on the first phase of a two-phase project. The overall purpose of the project was to explore whether a blended learning approach, that combines the University’s existing Learning Management System (LMS) with social media applications, strengthens the quality of teaching, and therefore enhances the level of student learning, engagement and community. The first research phase constituted an online survey, distributed to 647 students within six University disciplines and investigates university students’ perspectives and attitudes in relation to the use of social media as a pedagogical tool. Respondents reported varying views on the issue. The overarching positive themes were: communication, connection and engagement. Neutral themes included: the win/lose situation and social media being a supplement to teaching. Negative themes comprised: distraction, poor use of time and face-to-face being a more appropriate form of learning. A small proportion of respondents reported having no opinion on the matter and one student raised the need for students to increase their social media usage in the higher education setting.
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Paper Nr: 64
Title:

“Change the Changeable” Framework for Implementation Research in Health
Authors:

Mikiko Oono, Yoshifumi Nishida, Koji Kitamura, Asako Kanezaki and Tatsuhiro Yamanaka
Abstract: In recent years, a “participatory” system of community members and researchers has become a key factor to obtaining the best outcomes to create a better world. The authors previously suggested the problem structure change theory to find how to address social issues. In this paper, we suggest the “change the changeable framework” with three approaches for community-based program implementation: 1) Share the value of the change the changeable, 2) Systematize the process of a problem structure change, and 3) Build a sustainable system and discuss a case study based on the framework. In the case study, we conducted a safety education curriculum for injury prevention that consisted of what is injury prevention, playground safety, indoor safety, and photovoice project. We introduce an injury surveillance system and a risk recognition system as new tools for the collaboration of human intelligence and artificial intelligence.
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Paper Nr: 178
Title:

Head in the Clouds: An Initiative for Digital Learning among Roma Communities in Europe
Authors:

Niina Maarit Novak, Maryam Rabiee and A. Min Tjoa
Abstract: Digital literacy has become one of today’s key-prerequisites in both professional and private life. Tasks such as navigating through an unknown city, writing an email, arranging a business meeting or learning a new language, call for a competent handling of devices (e.g. smartphones, computers, tablets etc.). In addition, a profound understanding of functions and applications is necessary to overcome the social and economic boundaries, which especially children and young people from socially disadvantaged groups, families with migration background, refugees or members of underprivileged minority groups (such as Roma) meet on a daily basis. This paper presents the digital educational method, contents and partial results of the ongoing project Head in the Clouds: Digital Learning to Overcome School Failure - an EU-Erasmus+ strategic partnership aiming at providing quality educational materials for students from Roma communities in order to help participants develop the digital and transversal skills required to overcome existing boundaries to access (higher) education, employment as well as economic stability.
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Paper Nr: 23
Title:

The Use of On-line Collaborative Learning to Facilitate Learning, Development and Professional Identify Transformation of Careers and Employment Practitioners
Authors:

Alan Brown and Jenny Bimrose
Abstract: This paper draws upon work from a European research project, EmployID, in order to provide an overarching view of how to use on-line collaborative learning to facilitate learning, development and professional identify transformation of careers and employment practitioners. The methodology comprised participatory design, so that learning support could be developed that met the particular needs of the practitioners. IT applications were developed to support practitioners with on-line reflection, coaching and the use of labour market information (LMI) in their practice. In the UK Public Employment Service (DWP) two blended learning programmes were developed to support identity transformation for employer advisers and work coaches, while subsequently a MOOC was developed to support the continuing professional development of careers and employment practitioners more generally. Employer engagement and coaching staff took forward the development and adaptation of an LMI on-line tool demonstrated in the learning programmes. The learning and development staff used the ideas and skills developed in the blended learning programmes to feed into DWP’s on-line learning support. The International MOOC was successful in facilitating a dialogue about the implications of the changing world of work for the professional identities of careers and employment practitioners in Europe.
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Paper Nr: 66
Title:

Evolution and Development of Virtual Learning Communities based on a Visual Analysis
Authors:

Junhong Sha, Kaiquan Chen and Shijun Dong
Abstract: With the development of technology, communities are not restricted to the conception of geographical entities, virtual learning communities have gotten a lot of attention in the past decades. In this research, the evolution and development of virtual learning communities are interpreted by means of Citespace, a software which can extract keywords from articles indexed from specified database and draw visual graphs. Through the visual operations including co-citation and co-occurrence cluster as well as timezone evolution illustration, there are three important domains emerged which consists of knowledge sharing, learning experience optimization and online environment constructed by technology and the paper aimed to explaining high-frequency phrases and central articles to analyze virtual learning communities’ development process. It indicates that technology serves for education and the deep integration of technology and education improves learning experience efficiently.
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Paper Nr: 151
Title:

A Core Ontology for Brazilian Higher Education Institutions
Authors:

Cleiton Silva and Orlando Belo
Abstract: Within the past several years, Linked Open Data has reached a significant position in the Web, allowing for a significant increase of structured data in this domain. Although this, there are a lot to be done in order to ensure an effective way for supporting publication of connected open data. One of the strongest research and development line in this area appeals to the use of ontologies for structuring data and their relationships. Ontologies can be modeled for organizing knowledge about a domain, facilitating its sharing and reuse. As such, we have been developed an ontology especially oriented to support the organizational structure of higher education institutions in Brazil. This ontology was prepared for measuring and providing essential concepts and reference models that can be used by different stakeholders to develop and use ontologies and vocabularies for the National Higher Education Assessment System in Brazil. In this paper we present and discuss the most relevant aspects we approached during the conceptualization and development of the referred ontology.
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Paper Nr: 182
Title:

Smart MOOC - Social Computing for Learning and Knowledge Sharing
Authors:

Ahmed Shams, Raad Bin Tareaf, Jan Renz and Christoph Meinel
Abstract: Massive Open Online Courses(MOOCs) make use of educational technologies to deliver learning materials, supposedly open for everyone, usually with a capacity to serve a substantial number of learners regardless of their geographical locations. A recent advancement in mobile technologies and wireless communications in Africa has produced a conducive digital environment enough to support mobile learning. However, only a handful of an audience in Africa participates in online learning correlated to their massive engagement in social networking. Internet-based social media programs make most of the connections with the audience for social purposes and yet far less with educational intentions. Participation in mobile learning is still unnoticeable. Awareness about MOOCs remains very low in comparison to that in social media in the region. Therefore it remains unclear though, in which ways, social media may help to boost mobile learning through its utilization of programs towards audience in Africa. This paper argues the best possible approaches aiming to enhance MOOC activities in Africa through the involvement of social networks.
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Paper Nr: 188
Title:

Identifying the Roots of Lifelong Mathematic Difficulties: First Experiment, First Results
Authors:

G. Kubryk, A. Le Floch and O. Las Vergnas
Abstract: This experiment aims at evaluating factors potentially impairing mathematics learning. Neurophysiological and sociological factors became apparent early in the analysis: evaluation of quantities and Fechner effect, test material used, level and kind of education and age. These factors could contribute to difficulties and anxiety when doing mathematics. Though the presented results do not yet use the full set of data gathered during the first experiment, and will require further analysis, they could influence mathematic instructional practice.

Area 5 - Domain Applications and Case Studies

Full Papers
Paper Nr: 13
Title:

Industry-oriented Education in eHealth
Authors:

Janne Lahtiranta and Anne-Maarit Majanoja
Abstract: Technology, or more specifically digitalization, has had a profound effect on industry regardless of the field of business. It has changed the way individuals interact, work and go about their everyday businesses. This, still ongoing change, calls for new kind of professionals who can meet the challenges placed by the changing industry. Health care is one of the areas where digitalization has the most profound effect. It does not only change the way people work, but it also changes the underlying balance of power between different actors. The domain is also an inherently hybrid one as the professionals need to understand what is in the crux of technology and care, between the patient and the professional. In the following, a pilot focused on educating professionals in the field of eHealth in industry-oriented fashion is described focusing on the process and people; stages leading to actual lectures. The result of the examination is a process that can be used in developing industry-oriented education in a domain where expectations are currently high around the globe, and challenges placed on the educators are in a constant flux.
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Paper Nr: 80
Title:

The Smell of Processing
Authors:

Remco de Man and Ansgar Fehnker
Abstract: Most novice programmers write code that contains design smells which indicates that they are not understanding and applying important design concepts. This is especially true for students in degrees where programming, and by extension software design, is only a small part of the curriculum. This paper studies design smells in PROCESSING a language for new media and visual arts derived from Java. Language features – as well as common practices in the PROCESSING community – lead to language specific design smells. This paper defines design smells for PROCESSING, informed by a manual analysis of student code and community code. The paper describes how to detect these smells with static analysis. This serves two purposes, first to standardize design requirements, and second to assist educators with giving quality feedback. To validate its effectiveness we apply the tool to student code, community code, and code examples used by textbooks and instructors. This analysis also gives a good sense of common design problems in PROCESSING, their prevalence in novice code, and the quality of resources that students use for reference.
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Paper Nr: 102
Title:

Orthographic Educational Game for Portuguese Language Countries
Authors:

Paula Chaves, Luan Paschoal, Tauan Velasco, Tiago Bento, Julliany Brandão, Carlos Schocair, João Quadros, Talita Oliveira and Eduardo Ogasawara
Abstract: The new orthographic agreement introduces some changes in the vocabulary of the Portuguese language. Although these changes have modified a small percentage of the vocabulary words, people are struggling to adapt to some of the new orthographic rules. Aiming to mitigate this problem using a ludic approach, we developed Orthographic Educational Game (JOE). JOE focuses predominantly on the rules of accents and hyphens. The game is divided into two modes: training and playing. In the playing mode, the current level of knowledge of the player in orthography is checked and measured. In the training mode, each word comes with a hint related to the rule that is being practiced at the moment. The game was evaluated through an experiment with both undergraduates and high school students. The results indicated that more than 80% of students enjoyed learning orthography through the game-based approach of JOE.
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Short Papers
Paper Nr: 107
Title:

KomaKids: Promoting Global Competence Through Media Creation in Elementary School
Authors:

Komkid Topoklang, Marcos Sadao Maekawa and Keiko Okawa
Abstract: This research proposes a cross-cultural program in elementary school aiming at fostering global citizenship education in a classroom through media creation in a program called “KomaKids” In this program, the students' global competence is expected to be developed in four main steps: (1) through learning about foreign culture; (2) by reflecting on their own culture through the production of stop-motion animation; (3) by sharing their impressions through “pen-pals” letter; and, (4) through connecting in real-time with peers from foreign cultures. Since March 2015, 23 workshops were periodically conducted at Japanese, Thai, Brazilian and USA elementary schools. However, the focus of this paper will be on the 2017 academic year program with Japanese, Thai, and Brazilian schools. The result according to the observation shows that the implementation of “KomaKids” program produced noticeable changes in students' global competence of their age.
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Paper Nr: 163
Title:

A New Technique for Education Process Optimization via the Dual Control Approach
Authors:

Nicholas A. Nechval, Gundars Berzins, Vadims Danovics and Konstantin N. Nechval
Abstract: In this paper, examples arising from a problem in education process control are considered. The provision of the number of information items in a specified discipline for education to optimize a suitable performance index is treated as a “dual control” process. According to the theory of dual control, the control signal has two purposes which might be in conflict with each other: 1) to help learn about any unknown parameters and/or state of the system (estimation); 2) to contro1. In view of this, one can see that the open-loop feedback control is, from the estimation point of view, passive, since it does not take into account that learning is possible in the future. In contrast to this, a dual control is active, not only for the control purpose but also for the estimation purpose because the performance depends also on the “quality” of the estimates. Therefore, the dua1 control can be called actively adaptive since it regulates the speed and amount of learning as required by the performance index. To determine the sequence of optimal decisions, dynamic programming is used. It will be noted that the optimal policy can be compared with the non-optimal policy of optimizing stage by stage. To illustrate a new technique for education process optimization via the dual control approach, numerical examples are given.
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Area 6 - Ubiquitous Learning

Full Papers
Paper Nr: 113
Title:

The Leap Motion Controller in Clinical Music Therapy - A Computer-based Approach to Intellectual and Motor Disabilities
Authors:

Adriano Baratè, Antonio Elia, Luca A. Ludovico and Eleonora Oriolo
Abstract: This paper describes a technological approach to overcome motor and intellectual disabilities through musical expression. In the context of clinical music-therapy sessions, we propose the introduction of ad-hoc hardware sensor devices to improve free-hand interaction and to foster the development of communication and motor skills. Multiple educational aspects are involved, ranging from the ability for the disabled to play together in a non-competitive environment to the achievement of tangible rehabilitation results. The proposed system captures user’s gesture through a Leap Motion controller, and the signals thus generated are sent to a software tool that converts movements into music notes. These activities have been integrated into music-therapy sessions held at a renowned rehabilitation center and successfully experimented on a control group.
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Short Papers
Paper Nr: 22
Title:

Development of a Remote Laboratory for Control-engineering Education based on an Industrial Fluid Transport Platform
Authors:

Danilo Pequeno, José Sérgio da Rocha Neto, Jaidilson Jó da Silva and Angelo Perkusich
Abstract: This paper presents the development of a remote laboratory based on an industrial fluid transport platform. The goal is to improve the control-engineering education using new technologies, saving equipment and personnel for the institution and time and money for the remote students. The pilot plant was initially developed for the study of fouling detection and adapted in this work for the development of a laboratory, in which students and researchers can, over the Internet, perform experiments without any limitation of time and location. The LabVIEW software was used to implement the Human-Machine Interface (HMI) through a didactic interaction and the developed remote laboratory has been tested to be used in different disciplines.
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Paper Nr: 77
Title:

Development of an Online Learning Platform for University Pedagogical Studies-Case Study
Authors:

Samuli Laato, Heidi Salmento and Mari Murtonen
Abstract: Due to a high demand of university pedagogical staff development courses in our university, we were faced with the problem of not being able to offer university pedagogy courses for everyone who wanted to study them. Additionally, we wanted to seek ways to improve our already existing teaching. As a solution, we created a web based learning platform called UTUPS (University pedagogical support). The platform allows us to reach a wider audience and offer courses more conveniently to our teaching staff. Since the platform was released in Autumn 2015, offered modules have been completed cumulatively over 300 times. We propose a learning environment like UTUPS can significantly increase the flexibility and scale of studies that a university can offer. We will provide a thorough explanation on why and how the environment was made, a technical description of the current UTUPS platform, compared it to already existing solutions and analyse its strengths and weaknesses. In order to evaluate the platform, we will utilize primarily student feedback and refer to literature and existing solutions when relevant.
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Paper Nr: 90
Title:

Gamification in Location-based M-Learning: Students’ Perceptions of Game Elements
Authors:

Joaquim Honório, J. Antão B. Moura, Paulo Brito, Talita Menezes and Marcelo Barros
Abstract: Applications for Mobile-Learning, used in conjunction with strategies based on games, provide new opportunities for the learning process in the physical and virtual worlds. Although previous works evaluated location-based mobile applications (and its variations), most of them focused almost entirely on specific metrics, leaving the player’s perspective aside. This paper presents study results for the evaluation of m-Learning applications from the students’ perspective regarding the learning experience based on location and the game elements that might make the learning process more appealing to them. The study collected major game elements from the literature and applied questionnaires to 53 students from public high schools (junior high) in two states of Northeast Brazil. The results suggest that the majority of students have interest in this learning approach and consider most of the analysed game elements important to promote learning motivation, even though there are elements that are not as appealing. The paper contributes to the design of gamified location-based m-Learning applications in the sense that it provides insight into the importance of their requirements players perceive and may thus, serve as a guide for such applications versioning.
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